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BULLETIN 

OF  THE 

STATE  NORMAL  SCHOOL  FOR  WOMEN 

FARMVILLE,  VIRGINIA 

Vol.  I    ::    No.  1  September,  1914 


Training  School  Course 
of  Study 


V 


BULLETIN 

OF  THE 

STATE  NORMAL  SCHOOL  FOR  WOMEN 

FARMVILLE,  VIRGINIA 
Vol.  I,  No.  1.  PUBLISHED  QUARTERLY  September,  1914 

THE  COURSE  OF  STUDY 

FOR 

THE  KINDERGARTEN  AND  ELEMENTARY  GRADES 

OF 

THE  TRAINING  SCHOOL 


-J.I      I       HI 


published  by 

The  State  Normal  School  For  Women 

Farmville,  Virginia 

1914 


^n 


7- 


copyright,  1914,  by 
The  State  Normal  School  for  Women 


The  publishers  will  gladly  grant  permission  for  the  reprinting  of  this  material  for 
educational  purposes. 


Any  one  desiring  a  copy  of  this  issue  of  the  Bulletin  may  secure  it  by  sending  $1.00 
to  cover  the  cost  of  printing  and  mailing.  Address : 

The  Book  Room, 

State  Normal  School, 

Farmville,  Virginia 


J.    P.    Bell   Co.,    Inc. 

printers 

Lynchburg,  Va. 


PREFACE 


THE  TRAINING  SCHOOL  COURSE  of  Study  is 
printed  primarily  for  home  use  and  not  for  general 
circulation.  •  The  purpose  is  merely  to  put  in  convenient  form 
for  the  guidance  of  present  students  and  teachers  in  the  State 
Normal  School,  at  Farmville,  a  statement  of  the  subject  matter 
which  has  been  found  most  available  for  the  elementary  work 
in  this  school  at  this  time ;  and  the  attempt  has  been  made  to 
select  and  arrange  this  subject  matter  in  accordance  with 
certain  principles  which  now  seem  philosophically  sound.  As 
conditions  in  the  school  and  its  environment  change  and  as 
thought  in  education  advances,  much  of  this  material  must 
become — in  fact,  is  already  becoming — ante-dated.  All  of  it 
must  be  constantly  subjected  to  close  scrutiny,  and  this 
scrutiny  will  frequently  result  in  sweeping  alterations.  The 
present  statement  will  prove  most  useful  only  as  it  furnishes 
merely  the  tangible  bases  or  points  of  departure  for  further 
development  and  revision.  Its  chief  function  is  to  mark 
definitely  a  stage  in  the  growth  and  progress  which  must  con- 
tinue so  long  as  the  Training  School  Course  of  Study  attempts 
to  meet  the  educational  needs  of  the  living  and  growing  com- 
munity. 

Besides  the  introductory  General  Statement  and  the  Appen- 
dixes, the  book  consists  of  two  main  divisions,  (1)  the 
Formulation  by  Grades,  and  (2)  the  Formulation  by  Sub- 
jects. The  nature  of  this  dual  formulation  is  explained  in  the 
introductory  General  Statement.  In  Appendix  I  will  be 
found  a  set  of  suggestive  programs  for  Special  Days;  in 
Appendix  II,  a  reference  list  of  sources  from  which  songs, 
games,  poems,  and  stories  have  been  drawn.  The  numbers 
in  parenthesis  after  titles  in  the  text  refer  to  sources  listed  in 
Appendix  II.  Titles  of  books,  when  mentioned  in  the  text, 
are  printed  in  Italics;  titles  of  selections  from  books,  stories, 
poems,  songs,  etc.,  are  printed  in  Roman  type  and  enclosed  in 
quotation  marks. 

Farmville,  Virginia,  September,  1914. 


304804 


Digitized  by  the  Internet  Archive 

in  2007  with  funding  from 

Microsoft  Corporation 


http://www.archive.org/details/courseofstudyforOOvirgrich 


TABLE  OF  CONTENTS 


PAGE 

Preface ..........: : 3 

General  Statement 7 

A  Statement  of  Authorship.. _ _ 7 

The  Educational   Principles  Followed 9 

The  Significant  Instincts  and  Capacities 10 

The  Centers  of  Interest 12 

Centers  of  Interest  Common  to  all  Grades 12 

Centers  of  Interest  for  Individual  Grades 12 

The  Predominance  of  Environmental  Instincts 13 

Progress  in  the  Work  of  the  Centers i 14 

Work  of  the  Respective  Grades  in  Connection  with  Washing- 
ton's Birthday 14 

A  Possible  Danger _ 15 

The  Two-fold  Formulation 16 

The  Basis  of  Unity  within  Grades ..„. 16 

Value  of  the  Formulation  by  Subjects 17 

FORMULATION  BY  GRADES 19 

Kindergarten 21 

Significant  Instincts  and  Capacities  and  Their  Development 21 

The  Centers  of  Interest 22 

Subject  Matter  Selected  and  Organised  According  to  Centers  of 

Interest   24 

Primary  Group 31 

Significant  Instincts  and  Capacities  and  Their  Development 31 

GRADE  1 32 

Distinctive  Characteristics  and  the  Centers  of  Interest 32 

Subject  Matter  as  Selected  and  Organized  According  to  Cen- 
ters of  Interest 33 

GRADE    II 46 

Distinctive  Characteristics  and  the  Centers  of  Interest 46 

Subject  Matter  According  to  Centers  of  Interest 47 

GRADE    III 62 

Distinctive  Characteristics  and  the  Centers  of  Interest 62 

Subject  Matter  According  to  Centers  of  Interest 63 

Intermediate   Group 80 

Significant  Instincts  and  Capacities  and  Their  Development 80 

GRADE  IV 82 

Distinctive  Characteristics  and  the  Centers  of  Interest 82 

Subject  Matter  According  to  Centers  of  Interest 83 

GRADE     V 94 

Distinctive  Characteristics  and  the  Centers  of  Interest 94 

Subject  Matter  According  to  Centers  of  Interest 95 

GRADE  VI 113 

Distinctive  Characteristics  and  the  Centers  of  Interest 113 

Subject  Matter  According  to  Centers  of  Interest 114 


Table  of  Contents 


PAGE 

Grammar  and  Lower  High  School  Group 138 

Significant  Instincts  and  Capacities  and  Their  Development 138 

GRADE  VII 139 

Distinctive  Characteristics  and  the  Centers  of  Interest 139 

Subject  Matter  According  to  Centers  of  Interest 140 

High  School  I  and  II  (Not  yet  formulated) 

THE  FORMULATION  BY  SUBJECTS 155 

Arithmetic  157 

Bible 168 

Civics  and  History 173 

Drawing  _ 184 

Elementary  Science 198 

English 207 

Reading  _ 208 

Language    Work 215 

Literature 230 

Geography  243 

Industrial  Work 253 

Music 264 

Physical  Education : 274 

Writing 279 

APPENDIX  I 

Typical  Special  Day  Programs 283 

APPENDIX  II 

Sources  of  Songs,  Games,  and  Literature 290 


GENERAL  STATEMENT 


The  following  general  statement  falls  into  five  main 
divisions,  viz. : 

(1)  A  statement  of  authorship; 

(2)  A  brief  statement  of  the  educational  principles  which 
have  guided  the  formulation  of  this  course  of  study; 

(3)  A  summary  of  the  significant  instincts  and  capacities 
of  the  various  age-groups ; 

(4)  An  interpretation  of  the  Centers  of  Interest  selected 
for  the  respective  grades ; 

(5)  A  discussion  of  the  two- fold  formulation  of  this 
course  of  study. 

I.     AUTHORSHIP 

This  course  of  study  is  the  product  of  the  cooperative 
effort  of  the  entire  Training  School  Faculty.  Every  member 
has  helped;  each  has  helped  to  determine  the  significant  in- 
stincts and  capacities  of  the  various  ages;  each  has  con- 
tributed material ;  each  has  participated  in  the  discussions  and 
deliberations  by  which  the  present  course  has  been  worked 
out ;  and  each  has  joined  in  submitting  most  of  what  is  herein 
formulated  to  the  practical  test  of  schoolroom  trial.  The 
Heads  of  Departments  have  aided  mainly  from  the  stand- 
point of  securing  progress  in  subject  matter,  and  the 
Grade  Supervisors  have  aided  mainly  in  adapting  subject 
matter  to  the  needs  of  the  children  in  their  respective  grades. 

The  formulation  by  grades  is  mainly  the  work  of  the 
Grade  Supervisors  (Critics) ;  and  the  formulation  by  sub- 
jects is  the  joint  product  of  the  Heads  of  Departments  and 
the  Supervisors. 

This  cooperative  authorship  is  regarded  as  an  indispensable 
means  of  securing  the  distinctive  values  of  the  following 
course  of  study.  It  also  accounts  for  the  frequent  changes 
that  will  be  found  in  the  style  of  the  language. 


General  Statement 


The  following  officers  and  members  of  the  Normal  School 
Faculty  constituted  the  Training  School  Faculty  for  1913- 
1914: 

Joseph  L.  Jarman,  President. 

Cliff  W.  Stone,  Head  of  the  Department  of  Education  and 
Director  of  the  Training  School. 

W.  Arthur  Maddox,  Associate  in  Education  and  Principal  of 
the  Training  School.     (Resigned  December,  1913.) 

J.  Merritt  Lear,  Head  of  the  Department  of  History  and  So- 
cial Sciences  and  Principal  of  the  Training  School. 
(After  December,  1913.) 

Ellen  J.  Murphy,  Supervisor  of  Seventh  and  Eighth  Grades. 

Mary  D.  Pierce,  Supervisor  of  Fifth  and  Sixth  Grades  and 
Teacher  of  Education.     (Absent  on  leave). 

Eleanor  B.  Forman,  Supervisor  of  Third  and  Fourth  Grades 
and  Teacher  of  Education. 

Bertha  Wells,  Supervisor  of  Second  Grade  and  of  Industrial 
Work  in  Grades  I-IV. 

Mary  Phihppa  Jones,  Supervisor  of  First  Grade  and  Teacher 
of  Primary  Methods. 

Grace  E.  Mix,  Supervisor  of  Kindergarten  and  Teacher  of 
Education.         • 

Mary  E.  Peck,  Assistant  Supervisor  of  Seventh  Grade. 

Mamie  P.  Rohr,  Assistant  Supervisor  of  Sixth  Grade. 

Maude  I.  Tillman,  Assistant  Supervisor  of  Third  Grade. 

Pauline  Williamson,  Teacher  of  Fifth  Grade. 

Julia  Johnson,  Assistant  in  Kindergarten  and  First  Grade. 

F.  A.  Milledge,  Head  of  Department  of  Geography. 

James  M.  Grainger,  Head  of  Department  of  English. 

Thomas  D.  Eason,  Head  of  Department  of  Biology. 

Martha  W.  Coulling,  Head  of  Department  of  Drawing  and 
Form. 

Minnie  V.  Rice,  Head  of  Department  of  Latin. 

Lila  London,  Head  of  Department  of  Mathematics. 

Christine  Munoz,  Head  of  Department  of  Music. 

Dorothy  Schartle,  Head  of  Department  of  Physical  Educa- 
tion. 

Leola  Wheeler,  Associate  in  English. 

Mary  C.  Hiner,  Assistant  in  English. 

Carrie  Sutherlin,  Assistant  in  EngHsh. 

Thelma  W.  Blanton,  Assistant  in  Second  Grade  and  in 
Director's  Office. 


General  Statement 


The  Standing  Committees  on  the  Training  School  Course 
of  Study  are : 

Committee  on  Planning:   Dr.  Stone,  Miss  London,  Mr.  Lear, 
Miss  Pierce,  Miss  Forman. 

Committee  on  Editing:    Dr.  Stone,  Mr.  Grainger,  Miss  For- 
man, Miss  Pierce, 

IL     THE  GUIDING  PRINCIPLES 

The  guiding  principles  by  which  the  following  course  of 
study  has  been  formulated  have  been  derived  from  two  main 
sources,  viz. :  the  demands  of  society  and  the  nature  of  the 
learners.  These  main  principles  are  very  far-reaching,  and 
any  expressions  of  them  will  overlap.  For  present  purposes 
they  may  be  briefly  stated  as  follows : 

1.  The  educational  demand  of  society  is  social  efficiency. 
Hence  school  work  should  be  closely  unified  with  life;  it 
should  reproduce  life  situations,  and  it  should  apply  the  avail- 
able efficiency  tests.  It  follows  also  that  as  communities  differ 
in  activities  and  interests,  any  course  of  study  is  local  in  cer- 
tain phases  of  its  excellence. 

2.  The  nature  of  learners  is  such  that  education  must 
start  with  the  learner's  educational  capital,  viz. :  his  native  ten- 
dencies and  capacities.  The  main  corollaries  implied  here 
are:  (a)  That  education  can  develop  only  the  available  ten- 
dencies and  capacities;  hence  the  course  of  study  must  be 
selected  and  arranged  to  promote  the  proper  development  of 
the  available  tendencies  and  capacities,  (b)  That  education 
is  a  process  of  growth  or  development;  hence  the  main  test 
of  subject  matter  should  be  its  power  to  promote  growth. 
(c)  That  the  self  grows  only  by  its  own  effort;  hence  subject 
matter  should  be  of  the  nature  to  prompt  self -activity,  i.  e. : 
it  should  be  motivated.  (d)  That  children  differ  as  to 
abilities;  hence  the  selection  and  arrangement  of  subject 
matter  should  recognize  these  differences,  and  provision 
should  be  made  for  frequent  promotions,  both  of  classes  and 
of  individuals. 

Two  corollaries  to  both  the  above  main  propositions  are: 
(1)  That  mental  discipline  is  specific  rather  than  general; 
*hence  subject  matter  should  be  chosen  because  of  its  life 

*Further  investigation  of  this  question  is  needed,  but  that  the  discipline 
per  se  of  the  elementary  school  should  be  specific  seems  clear  from  present 
studies  of  the  problem. 


10 General  Statement      

value.  (2)  That  learning  is  never  quite  complete  until  it  has 
passed  into  action;  hence  adequate  provision  should  be  made 
for  the  use  of  knowledge. 

III.     THE  SIGNIFICANT  INSTINCTS  AND  CAPACI- 
TIES OF  THE  VARIOUS  PERIODS  OF 
CHILD  LIFE 

The  starting  point  in  education  is  native  instincts  and 
capacities,  the  goal  is  social  efficiency,  and  the  means  of  attain- 
ing the  goal  is  subject  matter.  All  instincts  and  capacities,  it 
should  be  remembered,  are  significant  whenever  they  are 
available  for  educational  purposes.  All  are  perhaps  available 
in  some  degree  throughout  the  school  age;  but  the  degree  to 
which  they  are  available  at  any  specified  time  is  what  gives 
them  their  particular  significance  for  education  at  that  time. 

Unfortunately,  educational  psychology  is  incomplete  in 
respect  to  the  development  and  sequence  of  instincts  and 
capacities,  and  the  following  brief  summary  must  not  be  re- 
garded as  in  any  way  complete  or  as  necessarily  accurate. 
Not  only  are  the  facts  not  fully  established  for  the  various 
periods,  but  children  of  the  same  age  differ  so  widely  that 
great  care  is  needed  in  coming  to  conclusions  about  indi- 
viduals. However,  a  majority  of  children  of  the  approximate 
ages  indicated  below  have  been  found  to  exhibit  certain  dis- 
tinctive characteristics.  The  following  summary  brings  the 
results  of  the  most  reliable  studies  into  a  narrow  scope.  More 
extended  statements  will  be  found  preceding  the  various 
groups  of  grade  formulations  and  as  parts  of  the  respective 
grade  formulations. 

The  Kindergarten  Group 

Ages  about  4^^  and  6^  inclusive 

Motor  activity  strong;  the  child  moves  largely  for  the  joy 
of  moving;  in  his  play  he  manipulates  freely,  and  acts  largely 
by  trial  and  error,  but  becomes  more  purposeful  toward  the 
end  of  the  period.  Imagination  spontaneous ;  true  often  un- 
distinguished from  false;  animistic  and  dramatic  tendencies 
strong.  Imitation  strong.  Individualistic  tendency  strong 
and  child  still  non-social.  Reason  active  but  largely  by  asso- 
ciation. 


General  Statement  11 

The  Primary  Group 

Ages  about  6>^  to  9>4  inclusive.     Grades  I,  II,  and  III 

Motor  activity  still  strong,  but  as  a  result  of  important 
physical  changes  physical  development  often  inadequate  about 
eighth  year;  some  may  appear  tired,  dull,  and  peevish.  Love 
of  construction  strong.  Toward  end  of  period  interest  shifts 
from  activity  itself  to  end  sought,  with  concern  for  inability 
to  accomplish  desires;  trial  and  error  no  longer  entered  into 
freely;  beginning  of  felt  need  for  drill;  rote  memory  easy. 
Imagination  still  strong,  but  dramatization  and  other  ex- 
pressions less  spontaneous.  Animistic  tendency  waning. 
Curiosity  takes  factual  turn.  Still  comparatively  non-social; 
but  pugnacity  and  other  competition  beginning.  Collecting 
developing  toward  latter  part.  Reasoning  more  active,  but 
largely  confined  to  concrete  situations. 

The  Intermediate  Group 

Ages  about  9>4   to  12>4   inclusive.     Grades  IV,  V,  and  VI 

Physical  activity  at  its  height,  directed  toward  definite  ends^ 
the  period  of  most  uniform  physical  development.  Compe- 
tition  still  strong;  group  play  and  gang  instinct  rapidly  de- 
veloping; capacity  for  cooperation  and  leadership  strong. 
Tendency  to  tease  strong.  Dramatization  and  imagination 
more  representative.  Migratory  instinct  begins  toward  end. 
Indiscriminate  collecting  at  height  during  first  of  period. 
Reasoning  gaining  but  abstract  thinking  has  little  place. 
Power  of  memory  increased  by  associations.  Capacity  for 
gaining  skill  great  at  first  of  period  but  less  toward  end.  Self- 
consciousness  beginning. 

The  Grammar  and  Lower  High  School  Group 

Ages  about  12>4  to  15>4  inclusive.     Grades  VII,  VIII, 

and  IX 

Physical  activity  no  longer  enjoyed  as  such.  Play  must  be 
cooperative,  or  team,  form.  Imagination  very  active,  personal, 
creative,  ideal.  Social  instinct  develops  very  rapidly,  shift- 
ing somewhat  to  adults ;  period  of  hero  worship ;  personal 
imitation;    very  responsive  to  sympathy.     Dramatic  tendency 


12 General  Statement 

weak.  Self-assertion  very  strong.  Pugnacity  manifested 
largely  in  argument  and  group  contests.  Migratory  tenden- 
cy strong.  Collecting  gains  in  purposiveness.  Memory  de- 
creases for  objective  and  increases  for  subjective  matters. 
Reasoning  more  concerned  with  general  truths.  Little 
capacity  for  skill. 

IV.     THE  CENTERS  OF  INTEREST 

As  will  be  noted  in  the  various  grade  formulations,  the 
subject  matter  has  been  selected  and  organized  on  the  basis 
of  Centers  of  Interest.  These  centers  were  chosen  because 
they  represent  phases  of  our  children's  lives  that  can  and 
ought  to  be  improved.  It  is  believed  that  our  children  can 
be  improved  in  these  phases  of  life,  because  in  them  they  find 
opportunities  for  developing  their  available  instincts  and 
capacities,  and  it  is  believed  that  they  ought  to  be  improved 
in  these  phases  of  life  because  such  improvement  makes 
progress  toward  social  efficiency. 

CENTERS    OF   INTEREST    COMMON    TO    ALL    GRADES 

On  examination  it  is  found  that  there  are  five  centers  of 
interest  which  are  available  for  all  grades  of  our  Kindergarten 
and  Elementary  School.  All  our  children  play,  all  love 
stories,  all  are  affected  by  and  concerned  with  seasonal 
changes,  all  participate  in  and  are  surrounded  by  special-day 
observances  and  celebrations,  and  all  have  school  and  indi- 
vidual needs. 

CENTERS    OF    INTEREST  FOR   INDIVIDUAL    GRADES 

Besides  the  above-named  interests  that  are  available  in  all 
the  grades,  certain  interests  have  been  found  especially  suited 
to  each  individual  grade.  For  the  respective  grades  these 
are: 

Kindergarten.     Rhythm,  Games,  and  Songs. 
Grade        I.     Children's  Home  Life. 

Homes  of  Other  Children. 
Grade  II.  Surrounding  Occupations. 
Grade    III.     Sources  of  Our  Food. 

Our  Clothing. 
Grade    IV.     The  World  We  Live  In. 


General  Statement  13 

Grade      V.     How    Some    of    Our    Ancestors    Lived    and 
Where  We  Americans  Came  from. 

North  America  To-day. 

Home  and  Community. 
Grade    VI.     Our  Heritage  and  the  Nations  to  Which  We 
Are  Indebted. 

The  Beginnings  of  Our  Nation. 

Home  and  Community. 
Grade  VII.     Growth  of  Our  Nation  into  a  World  Power. 

Other  World  Powers  of  To-day. 

Group  Activities. 

THE    predominance    OF    ENVIRONMENTAL    INTERESTS 

It  is  recognized  that  the  predominance  of  Environmental 
Interests  might  be  taken  to  indicate  a  somewhat  narrow  or 
provincial  view  of  education.  The  view  that  is  here  taken 
frankly  places  the  emphasis  of  school  work  on  environmental 
interpretation.  It  is  believed  that  one  of  the  distinctive  aims 
of  the  Elementary  School  is  to  help  the  pupils  to  interpret  their 
own  environment;  but  this  does  not  mean  that  the  Elemen- 
tary School  should  deal  only  with  that  with  which  the  pupils 
are  immediately  and  physically  surrounded.  It  does  mean 
that  the  Elementary  School  should  aim  to  use  each  study  so 
that  the  pupils  shall,  first  of  all,  secure  a  broader  and  better 
understanding  and  a  finer  appreciation  of  their  environment 
in  both  its  present  condition  and  its  future  development. 

It  will  also  be  noted  below  that  not  all  the  centers  of  inter- 
est are  mainly  environmental  with  respect  to  physical  and 
social  surroundings.  Story  Life,  as  a  center  in  all  the  grades, 
takes  special  account  of  the  more  exclusively  mental  life  of 
the  learners;  and,  beginning  with  the  fourth  grade,  there  is 
in  each  grade  at  least  one  center  that  extends  well  beyond  the 
immediate  environment  of  the  learners.  In  Grade  IV,  the 
center.  The  World  We  Live  in,  enables  the  pupils  to  start  with 
the  more  physical  phases  of  their  home  environment  and  to 
extend  their  view  of  it  to  include  a  general  view  of  the  world ; 
in  Grade  V,  the  center.  How  Some  of  Our  Ancestors  Lived 
and  Where  We  Americans  Came  from,  enables  the  children  to 
start  with  certain  of  the  more  social  phases  of  their  environ- 
ment and  extend  their  knowledge  of  them  to  include  their 
origin.  This  enlargement  of  the  near  to  include  the  far  is 
also  definitely  provided  for  in  Grades  VI  and  VII. 


14  General  Statement 


PROGRESS    IN  the    WORK    OF    THE    CENTERS 

The  progress  from  grade  to  grade  in  the  work  of  the 
centers  may  be  illustrated  by  Special  Days.  Too  often  the 
school  work  done  in  connection  with  special  days  has  a  dead- 
ening sameness  from  grade  to  grade.  It  often  happens  that 
some  enthusiastic  teacher  in  a  lower  grade  uses  the  cream 
of  the  material,  and  ordinarily  the  teachers  in  the  higher 
grades  do  not  know  what  material  has  been  used  below  their 
grades  or  how  it  has  been  used;  and,  as  a  consequence,  as 
the  children  pass  from  grade  to  grade  they  become  less  and 
less  rather  than  rhore  and  more  interested  in  the  Great  Days, 
the  phenomena  of  seasonal  changes,  etc. 

As  will  be  found  by  examining  the  work  as  selected  and 
arranged  for  the  respective  grades,  care  has  been  taken  (1) 
to  choose  materials  appropriate  for  the  respective  ages  and 
stages  of  development  of  the  pupils,  and  (2)  to  avoid  undue 
repetition  in  the  use  of  materials.  The  point  is  well  illus- 
trated by  the  following  outline  of  the  work  done  in  con- 
nection with  Washington's  Birthday.  The  arrangement  of 
the  work  for  each  day  is  similarly  shown  in  the  Bulletin  on 
Special  Days.* 

work  of  the  respective  grades  in  connection  with 
Washington's  birthday 

Kindergarten 

Beginning  of  the  patriotic  idea  through  children's  interest 
in  the  soldier — George  Washington  the  typical  soldier. 

Grade  I 

Stories  of  Washington's  childhood  to  illustrate  his  truth- 
fulness, courage,  and  endurance. 
Making  of  first  flag  dramatized. 
Study  of  the  flag  and  meaning  of  colors. 
Program. 

•  Grade  II 

Stories  of  Washington's  bravery  as  a  boy  and  as  a  soldier. 


*Training  School  Work  for  Special  Days.     Published  by  the  State  Fe- 
male Normal  School.     Price  15  cents. 


General  Statement     15 

Grade  III 

Washington's  school  days. 

The  story  of  our  flag  reproduced  for  booklet. 

Grade  IV 

Washington  as  a  hero  from  ''Stories  of  Old  Times." 
Plantation  life  and  customs  in  Washington's  time. 

Grade  V 
Washington's  private  life  and  his  rules  of  conduct. 

Grade  VI 

Washington's  family  in  England  and  America. 
Colonial  customs. 

Mount  Vernon  as  a  typical  colonial  home  and  the  relics 
preserved  there. 

Grade  VII 

Washington  through  the  Revolutionary  War  and  as  the 
first  President  of  our  country. 

The  Craigie  House  and  Newburgh  on  the  Hudson  in  his- 
tory and  as  they  are  to-day. 

Washington's  Monument  at  Washington,  story  of  its  build- 
ing; also  the  equestrian  statue  in  the  Capitol  Square  at  Rich- 
mond, noted  as  a  product  of  art. 

A    POSSIBLE    DANGER 

There  is  a  possible  danger  in  the  close  unification  of  school 
work  herein  advocated  unless  judiciously  handled.  Forced 
or  fanciful  relationships  are  misleading  and  that  unification 
that  comes  merely  through  repetition  is  certain  to  be  deaden- 
ing rather  than  quickening.  Phases  of  school  work  ought  to 
be  unified  because  they  start  with  the  same  hasal  experience, 
rather  than  because  they  are  brought  together  by  a  process 
of  correlation.  For  example,  if  the  arithmetic  and  geography 
work  are  unified  at  a  given  time,  it  ought  to  be  because  the 
arithmetic  is  dealing  with  the  number  side  of  a  certain  hasal 
experience  and  because  the  geography  is  dealing  with  the  geo- 
graphical side  of  the  same  experience,  and  not  merely  because 
the  two  subjects,  as  such,  have  been  correlated. 


16  General  Statement 


Then,  too,  it  should  be  reahzed  that  to  secure  the  benefits 
of  unification  it  is  not  necessary  to  have  all  the  unified  work 
simultaneous.  The  use  of  the  same  general  line  of  thought 
in  a  comparatively  large  number  of  subjects  at  one  time  is 
dangerous  to  interest,  unless  very  carefully  handled. 

V.     THE  TWO-FOLD  FORMULATION 

The  formulation  of  the  course  of  study  here  presented  is 
two-fold,  viz. :  a  formulation  by  grades  and  a  formulation  by 
subjects.  The  formulation  by  grades  will  be  found  first,  and 
that  by  subjects  following.  The  formulation  by  grades  is  on 
the  basis  of  centers  of  interest  as  determined  by  the  significant 
instincts  and  capacities  possessed  by  children  of  the  various 
grade  ages;  the  formulation  by  subjects  is  a  statement  of  the 
work  of  each  subject  from  grade  to  grade.  These  two  state- 
ments are  mutually  helpful.  They  both  lead  to  the  same  goal, 
but  each  has  its  special  value.  The  statement  by  grades  lays 
the  emphasis  on  the  present  status  of  the  learner,  that  by  sub- 
jects lays  the  emphasis  on  the  final  status  to  be  attained  by  the 
learner.  They  deal  with  the  same  two  entities,  viz. :  the  child 
and  his  learning,  but  each  deals  with  them  from  a  different 
point  of  view.  The  fomiulation  by  grades  may  be  broadly 
characterized  as  the  horizontal  statement,  and  the  formulation 
by  subjects,  the  vertical  statement.  The  horizontal  statement 
best  shows  the  adaptation  of  subjects  to  the  development  of 
the  learners;  the  vertical  statement  show^s  the  progress  from 
grade  to  grade.  The  horizontal  statement  best  shows  arrange- 
ment of  subjects  within  the  various  grades;  the  vertical  state- 
ment, the  succession  of  subject  matter  from  grade  to  grade. 
The  horizontal  best  shows  unity  w^ithin  grades;  the  vertical, 
unity  within  subjects. 

THE    BASIS    OF    UNITY    WITHIN    GRADES 

From  the  above  it  will  be  noted  that  unity  in  the  work  of 
each  respective  grade  is  one  of  the  main  aims  of  the  following 
course  of  study.  But  what  is  the  basis  of  this  unity?  Is  it 
the  kinship  of  one  subject  for  another?  From  the  stand- 
point of  subject  matter  only,  Yes.  For  it  is  certainly  desirable 
to  show  the  inter-helpfulness  of  subjects.  But  is  it  subjects 
that  the  course  of  study  ought  to  aim  to  help  ?  Evidently  not. 
The  course  of  study  is  to  help  children  and  not  the  various 
subjects. 

Another  statement  of  the  problem  of  unity  might  be — what 
is  there  in  the  lives  of  our  children,  as  thev  come  into  the 


General  Statement  17 

respective  grades,  that  will  unify  the  subject  matter  of  each 
grade?  But  this  is  only  a  partial  statement  of  the  main 
Course  of  Study  problem.  A  more  fundamental  statement  of 
the  problem  is :  What  is  there  in  the  lives  of  the  children  of 
this  community  that  is  available  for  use  in  each  of  the  various 
subjects f  A  still  more  far-reaching  statement  is:  What  is 
there  in  the  lives  that  our  children  are  living  that  the  various 
subjects  of  school  work  can  enable  them  to  live  better f  What 
are  they  doing,  thinking,  feeling,  that  school  work  can  aid 
them  in?  What  powers  and  possibilities  have  they  ready  to 
be  realized  on  ?  A  consideration  of  this  problem  and  its  impli- 
cations is  essential  to  a  sound  procedure  in  formulating  a 
Course  of  Study.  For,  as  Dr.  McMurry  says  in  his  article 
on  ''Advisable  Omissions  from  the  Elementary  School  Cur- 
riculum, and  the  Basis  for  Them,"  ''Whatever  can  not  be 
shown  to  have  a  plain  relation  to  some  real  need  of  Hfe, 
whether  it  be  aesthetic,  ethical,  or  utilitarian  in  the  narrower 
sense,  must  be  dropped."  And,  as  Dr.  Dewey  has  so  well 
shown  in  "The  Child  and  the  Curriculum,"  all  true  education 
must  start  with  the  child  where  he  is.  The  problem  is  not  one 
of  child  versus  course  of  study.  In  Dr.  Dewey's  words,  "The 
case  is  of  Child.  It  is  his  (the  child's)  present  powers  which 
are  to  assert  themselves;  his  present  capacities  which  are  to 
be  exercised;  his  present  attitudes  which  are  to  be  realized." 
The  only  true  correlation,  then,  is  correlation  with  the  life 
of  the  learners,  and  correlation  between  and  among  subjects 
is  valuable  in  so  far  as  it  promotes  correlation  with  and  im- 
provement of  the  experience  of  the  learners. 

THE    value    of    formulation    BY    SUBJECTS 

What,  then,  is  the  value  of  the  formulation  by  subjects, 
which  is  the  only  way  the  course  of  study  is  usually  formu- 
lated ?  This  question  is  best  answered  by  quoting  again  from 
"The  Child  and  the  Curriculum" :  "But  save  as  the  teacher 
knows,  knows  wisely  and  thoroughly,  the  race  experience 
which  is  embodied  in  that  thing  which  we  call  Curriculum,  the 
teacher  knows  neither  what  the  present  power,  capacity,  or 
attitude  of  the  child  is,  nor  yet  how  it  is  to  be  asserted,  exer- 
cised, and  realized." 

The  value  of  the  formulation  by  subjects  is  that  in  such  a 
formulation  the  teacher  has  the  goal  toward  which  the  pupil's 
present  instincts  and  capacities  are  to  be  developed.  The 
subject  matter,  as  such,  is  that  into  which  the  learners'  ex- 
perience is  to  be  reconstructed. 


I.     FORMULATION  BY  GRADES 

SUBJECT    MATTER    SELECTED    AND   ORGANIZED    BY    GRADES^    AC- 
CORDING TO   CENTERS  OF  INTEREST 


KINDERGARTEN 

Ages  about  4j4  to  6^ 


SIGNIFICANT  INSTINCTS  AND  CAPACITIES,  AND 
THEIR  DEVELOPMENT 

[Note. — As  educational  psychology  is  incomplete  with  regard  to  in- 
stinct and  capacity,  the  following  summaries  and  discussions  must  be 
regarded  as  tentative.] 

At  the  Kindergarten  age  motor  activity  is  prominent  and 
children  are  interested  in  things  because  of  what  they  do.  It 
is  a  period  of  rapid  sensory  development  when  children's  play 
is  largely  occupied  with  testing  their  environment  through  the 
senses.  The  constructive  instincts  are  growing,  especially  in 
making  objects  for  play  use.  Play  motives  control  a  large 
part  of  the  activities.  In  the  latter  part  of  this  period  the 
transition  from  the  attitude  of  play  toward  the  attitude  of 
work  appears  in  a  greater  concentration  of  effort  for  the 
desired  end.  Imagination  is  very  active,  and  there  is  some- 
times little  distinction  between  the  real  and  the  imagined  facts. 
Imitation  is  strong.  The  children  are  chiefly  individualistic, 
but  the  social  instinct  is  developing  slowly,  as  is  mainly  shown 
by  the  desire  for  the  approval  of  others.  Reasoning  is  active 
but  chiefly  connected  with  the  problems  that  arise  in  play  ex- 
periences. At  this  time  distinct  personality  is  emerging  and 
the  organization  of  ideas  becomes  more  evident. 

Motor  Ability — The  strong  motor  tendencies  are  definitely 
stimulated,  because  at  this  period  activity  is  necessary  for 
mental,  as  well  as  physical,  growth.  Much  freedom  of  move- 
ment is  given,  with  short  periods  of  work.  Growing  motor 
control  is  attained  by  means  of  rhythm,  song,  and  games  based 
on  simple,  childish  activities.  Tendencies  to  talk,  to  sing,  to 
draw,  are  developed  and  guided  by  conversation,  song,  and 
picture  making. 

Sensory  Development — Since  knowledge  of  environment 
comes  by  direct  contact  with  things,  much  manipulation  of 
objects,  opportunities  for  testing,  measuring,  comparing,  are 
given  in  the  plays  of  the  kindergarten.  Listening  to  the 
piano,  singing  of  simple  song  phrases,  are  some  of  the  means 
for  ear  training  for  musical  sounds. 


22  Formulation  by  Grades 

Constructive  Instincts — The  constructive  instinct  leads  the 
children  to  take  pleasure  in  experimenting  with  materials. 
Satisfaction  for  this  experimentation  is  found  in  the  use  of 
the  Kindergarten  building  gifts  and  of  a  variety  of  materials, 
such  as  paper,  clay,  paint,  and  crayons.  The  children  not  only 
construct  objects  for  play,  but  clarify  their  images  and  define 
their  experiences  by  representing  them  in  concrete  form. 

Play — Play  is  made  the  basis  of  Kindergarten  activities,  for 
it  is  the  dominant  factor  in  child  life  at  this  stage.  But 
toward  the  end  of  the  period,  corresponding  to  the  changing 
attitude,  a  gradual  transition  is  made  from  the  emphasis  upon 
activity  for  its  own  sake,  toward  activity  for  a  definite  end, 
but  still  chosen  on  a  level  with  the  play  interests. 

Imagination — Imagination  is  directed,  the  stock  of  images 
increased  and  supplemented  by  the  use  of  stories.  The 
children  are  also  encouraged  to  dramatize  their  experiences  in 
games  and  to  represent  favorite  stories  in  play. 

Imitation — Imitation  is  strong,  but  is  becoming  selective. 
The  children  imitate  people  and  things  which  interest  them 
most.  This  instinct  aids  in  gaining  experience  and  skill,  but 
at  the  same  time  all  possible  opportunity  is  given  to  develop 
initiative  and  the  free  working  out  of  original  ideas,  both  in 
hand  work  and  in  games.  Dramatic  imitation  leads  to  the 
representation  and  re-living  of  many  of  the  home  and  social 
experiences. 

Reasoning  Power — As  occasion  arises  the  children  are 
stimulated  to  think  out  the  means  to  attain  desirable  ends  in 
both  play  and  constructive  work. 

Individualistic  Tendencies — Because  individualistic  tenden- 
cies are  marked,  the  Kindergarten  is  divided  into  small  groups 
and  a  distinction  is  made  between  the  children  as  to  age 
and  stages  of  development.  The  older  children  are  given 
materials  requiring  greater  skill  in  handling,  presented  so  as 
to  stimulate  thought  even  in  the  play  ends  to  be  attained  wnth 
them.  The  social  instinct  is  given  chance  for  expression  in 
occasions  for  helpfulness  and  cooperation  between  the  various 
groups.  The  individualistic  tendency  is  an  aid  in  developing 
originality  and  independence. 

CENTERS  OF  INTEREST 

The  interests  of  little  children  are  largely  influenced  by 
immediate  environment;   therefore,  the  centers  of  interest  are 


Kindergarten  23 


chosen  from  the  child's  daily  experiences,  such  as  home  life, 
stories,  songs,  and  observations  of  nature.  The  chief  aim  of 
the  Kindergarten  is  not  the  acquisition  of  fact,  but  the  exten- 
sion and  enrichment  of  experience  and  the  formation  of 
wholesome  habits  of  attention,  industry,  and  self-direction. 

The  centers  of  interest  for  the  Kindergarten  are: 
I.     Play  Experiences. 

1.  Representing  members  of  the  family. 

2.  Activities  connected  with  Food,  Clothing,  Furnish- 

ing, Heating,  and  Lighting. 

II.     Special  Days. 

1.  Thanksgiving. 

2.  Christmas. 

3.  Valentine's  Day. 

4.  Washington's  Birthday. 

5.  Easter. 

III.  The  Seasons. 

Observation  of  Animal,  Plant,  and  Insect  Life. 

IV.  Rhythms,  Games,  and  Songs. 
V.     Story  Life. 

VI.     School  Needs. 

Neatness    of    Room;     Care    of    Plants;     Children's 
Wraps. 

Play  to  children  at  this  period  of  development  is  the  chief 
means  of  understanding  the  life  about  them  and  of  expressing 
both  their  physical  and  their  mental  activity.  They  not  only 
reproduce  their  environment  in  play,  but  invent  new  situations. 
The  centers  of  interest  selected  as  a  basis  for  the  work  in  the 
Kindergarten  are  largely  developed  by  means  of  play;  but 
the  natural  interest  of  children  in  fact  is  not  neglected.  The 
work  given  in  connection  with  the  seasons  is  especially  adapted 
to  the  factual  interests  of  children  of  this  age. 

The  doll  is  one  of  the  most  essential  objects  in  meeting  the 
play  needs  of  this  age.  The  experiences  and  activities  of 
home  life,  the  provision  for  food,  clothing,  and  shelter  are 
reproduced  through  play  with  dolls  and  the  doll  house,  and 
thus  the  children  live  over  again  their  home  experiences  and 
find  a  new  meaning  in  them.  Purpose  is  given  to  all  their 
activities  in  meeting  the  needs  of  the  situations  arising  in 
play  life. 


24  Formulation  by  Grades 

The  work  for  Group  II,  the  younger  children  of  the 
Kindergarten,  is  connected  with  the  same  centers  of  interest, 
but  more  appeal  is  made  to  instinctive  responses  to  material. 
Emphasis  is  laid,  not  on  results,  but  on  the  activity  derived 
from  the  children's  own  pleasure  in  constructing  and  trans- 
forming materials  into  very  crude  forms.  The  play  is  less 
organized  than  with  the  older  children,  and  follows  the  line 
of  play  activities  in  the  home. 

SUBJECT  MATTER  SELECTED  AND  ORGANIZED 
ACCORDING  TO  CENTERS  OF  INTEREST 

PLAY  EXPERIENCES 

1.     Representing  Members  of  the  Family 

Games  and  Rhythms — Representations  of  family  experi- 
ences with  dolls.  Father  taking  the  children  out  to  walk; 
mother  dressing  children ;  putting  baby  to  sleep ;  brother  and 
sister  playing  with  children;  going  to  visit  grandparents. 
Repetition  of  rhymes  such  as  "This  is  the  Mother  Dear"  (15). 

Conversation — Talks  about  the  activities  of  the  family, 
father,  mother,  brother,  sister,  baby,  and  grandparents. 

Construction  Work — Making  paper-doll  families  with 
paper  cutting  and  crayola.  Poster  of  paper  cutting  represent- 
ing home  activities,  washing,  ironing,  sweeping,  etc.  Build- 
ing houses,  schools,  churches,  trains  for  the  dolls,  with  large 
floor  blocks  and  Kindergarten  gift  material.  Laying  out  sand 
table  with  streets,  sidewalks,  and  houses. 

Songs— ''T\\{s  is  the  Loving  Mother"  (8) ;  'This  is  the 
Grandpapa,  this  is  the  Grandmamma"  (15);  ''Bedtime" 
(13);  "Bye-low,  Bye-low,  Baby's  in  the  Cradle  Sleeping" 
(3). 

Picture  Study — Looking  at  pictures  of  families,  of  mother 
and  baby.  Typical  pictures:  "Madonna  of  the  Chair,"  "Baby 
Stuart." 

2.     Activities  Connected  with  Food,  Clothing,  Heat- 
ing, Lighting,  Furnishing 

Games  and  Rhythms — Representation  of  cooking  and  bak- 
ing; playing  party  with  toy  tea  set;  mending  doll's  clothes; 
sweeping  and  dusting  doll  house;    cleaning  windows. 


Kindergarten  25 


Conversation — What  we  eat;  politeness  at  the  table;  who 
buys  our  food ;  clothes  we  wear,  who  makes  them ;  how  the 
house  is  warmed  and  lighted ;    furniture  in  our  homes. 

Story— 'How  the  House  Was  Built"  (79). 

Construction  Work — Fruits  and  vegetables,  colored  and  cut 
free-hand;  box  and  paper  wagons;  animals,  horse,  cow,  etc., 
cut  and  colored;  fruits  modeled  in  clay;  patterns  and  dresses 
for  dolls  cut  from  colored  paper;  paper  mats  woven  for  doll 
house;  wall  paper  borders  with  crayola;  doll  cradles  made 
with  spool  boxes  and  ribbon  bolts ;  candles  and  electric  lights 
made  of  paper;  furniture  made  of  paper  for  the  doll  house 
and  constructed  with  large  floor  blocks  and  Kindergarten 
building  blocks  for  the  dolls'  use. 

SPECIAL  DAYS 

Thanksgiving 

Language — Talks  with  the  children  bringing  out  the  idea 
of  Thanksgiving  as  the  climax  of  the  harvest.  The  farmer's 
work  and  his  contribution  to  the  food  supply  of  the  home. 
Gratitude  to  those  who  help  us  get  our  food. 

Industrial  Work — Vegetables  cut  and  colored  or  made 
from  clay.  Baskets  and  plates  decorated  for  dinner  table. 
Feast  in  the  Kindergarten  with  decorations  by  children. 

Literature — Story :  "How  Patty  Gave  Thanks" ;  Pouls- 
son's  In  the  Child's  World. 

Music — ''We  Thank  Thee,  Heavenly  Father,  for  Sunshine 
and  for  Rain"  (13). 

Christmas 

Industrial  Work — Simple  gifts  made  by  the  children  for 
their  parents.  Paper  construction,  crayoning,  paper  cutting. 
Christmas  tree  decorated  by  children  for  fathers  and  mothers. 

Language — Christmas  a  time  of  giving  to  other  people  to 
show  our  love  for  them. 

Literature — Stories :  "A  German  Legend  of  the  Christmas 
Tree,"  in  Bailey  and  Lewis's  For  the  Children's  Hour; 
Bailey's  "The  Christmas  Rose,"  in  Kindergarten  Review, 
December,  1909;  "Santa  Claus  and  the  Mouse,"  in  Poulsson's 


26  Formulation  by  Grades 

In   the  Child's   World;    "Piccola,"   in  Wiggins's   The  Story 
Hour;  The  Bible  Story  of  The  Christ  Child. 

Music— '0\d  Santa  Claus  Puts  on  His  Cap"  (16),  "The 
Toyman's  Shop"   (13),  "Once  within  a  Lowly  Stable"   (7). 

St.  Valentine's  Day 

Language — Idea  of  a  valentine  as  a  letter  to  our  friends. 

Industrial  Work — Cutting  and  pasting  valentines,  using 
hearts  and  paper  lace. 

Literature — Story:  "A  Legend  of  St.  Valentine,"  Fouls- 
son's  In  the  Child's  World. 

Music — "Good  Morning,  Mr.  Postman"   (24). 

^Washington's  Birthday 

Civics — Beginning  of  patriotic  idea  emphasized  through 
children's  interest  in  the  soldier.  George  Washington  as  the 
typical  soldier. 

Rhythm — Playing  soldiers.  Marching  in  lines  of  ones, 
twos,  and  fours.     Halting  and  standing  at  command. 

Industrial  Work — Making  flags,  soldier  hats,  and  badges. 

Literature — Selected  stories  of  Washington  as  a  boy  and 
as  a  soldier. 

Music — "Hurrah,  Hurrah,  We  March  Along  With  a  Beau- 
tiful Flag,  As  You  See"  (2),  "Forward  March,  Boys,  Brave 
and  True  and  Strong"  (3). 

Easter 

Nature  Study — Thought  developed  from  the  nature  side. 
Unfolding  life  of  trees,  plants,  and  flowers. 

Industrial  Work — Coloring  Easter  cards. 

Literature — Stories:  "The  Lily  Bulb,"  Kindergarten  Maga- 
zine;  "A  Lesson  in  Faith,"  Poulsson's  In  the  Child's  World. 

Music — "The  Seeds  and  Flowers  Are  Sleeping  Sound" 
(7),  "Little  White  Snowdrop  Just  Waking  Up"  (16). 


*For  typical  program  on  Washington's   Birthday,  by  the  Kindergarten- 
and  First  Grade  pupils,  see  page  287. 


Kindergarten  27 


THE  SEASONS 
Fall — Nature  Study 

1.  Outdoor  Study — Preparation  for  winter  in  nature. 
Observing  and  gathering  leaves;  gathering  nuts;  collecting 
caterpillars. 

2.  Indoor  Study — Notice  leaves  brought  to  school  by 
children ;  names,  colors,  why  they  fall.  Why  some  birds  fly 
farther  south.  Notice  the  ripening  of  fruits  and  vegetables  to 
increase  our  food  supply.  The  squirrel  as  a  type  of  the  ani- 
mals; caterpillar  spinning,  as  an  example  of  insect  life  getting 
ready  for  winter. 

Rhythms — Children  gathering  fallen  leaves;  trees  bending 
in  the  wind  ;   birds  flying. 

Music — "All  Things  Bright  and  Beautiful"  (7);  ''Sing  a 
Song  of  Seasons"  (3)  ;  ''One  Day  as  Mr.  Squirrel  Went  Up 
His  Tree  to  Bed"  (2). 

Industrial  Work — Arrangements  of  pressed  leaves;  blue- 
prints of  leaves;  making  leaf  chains;  autumn  leaves  colored 
with  Crayola;  cutting  squirrels  from  outline;  drawings  of 
flying  birds  and  of  trees  with  autumn  foliage. 

Story — "The  Crane  Express"   (49). 

Winter — Nature  Study 

Attention  called  to  shorter  days,  frosty  mornings,  leafless 
trees,  withered  vegetation,  as  signs  of  change  to  winter  sea- 
son. Difference  noticed  between  night  and  day;  moon  and 
stars  as  light  at  night,  the  sun  in  the  daytime. 

Rhythms — Skating  and  sliding. 

M^mc— "Tack  Frost"  (42);  "Sleighing  Song"  (19); 
"Lovely  Moon"  (7). 

Industrial  Work — Making  paper  or  box  sleds;  making 
paper  snow  shovels ;  cutting  and  coloring  night  scenes,  show- 
ing moon  and  stars. 

Story— ''Why  the  Bear  Sleeps  in  Winter"  (82). 

Spring — Nature  Study 

1.  Outdoor  Study — Noticing  signs  of  spring;  growth  of 
leaves;    return  of  birds;    gathering  wild  and  garden  flowers.. 


28  Formulation  by  Grades 

2.  Indoor  Study — Talks  about  the  new  life  everywhere 
seen,  spring  flowers,  growth  of  bulbs,  return  of  birds,  voices 
of  the  frogs,  longer  and  warmer  days.  Picture  study  of 
returning  birds. 

Rhythms — Birds  and  butterflies  flying. 

M^^^^V— "The  Blue  Bird"  (2);  "The  Nest"  (19);  "Spring 
is  Here"  (13);  "Little  White  Snowdrops"  (16);  "The 
Sweet,  Red  Rose"  (Manuscript);  "The  Choice"  (12). 

^'^onV^— "Sleeping  Beauty"  (70  b) ;  "The  Sun  and  the 
Wind"  (62). 

Industrial  Work — Planting  and  caring  for  seeds  in  the 
garden;  drawing  pictures  of  garden  experiences;  cutting 
flowers  from  colored  paper;  arranging  in  borders  and  center 
designs ;  cutting  and  coloring  pictures  of  grass,  sky,  and 
trees. 

RHYTHMS,  GAMES,  AND  SONGS 

1.  Rhythms — Rhythm  is  developed  through  use  of 
Mother  Goose  rhymes,  with  rhythmical  clapping  as  rhymes 
are  repeated;  walking  and  marching  to  simple  rhythms; 
walking  fast  and  slow,  with  heavy  and  light  steps ;  high  step- 
ping, side  stepping,  sliding,  gliding,  dancing,  running,  hop- 
ping, skipping ;  galloping  and  trotting  like  horses ;  flying  like 
birds;  one,  two,  three,  run;  heel,  toe,  and  one,  two,  three; 
utilization  of  children's  natural  activities  in  developing 
rhythm,  such  as  swinging,  jumping  rope,  rolling  hoop,  etc. 

2.  Games — (a)  Games  without  music:  Games  for  sense 
training;   ball  games. 

(b)  Games  with  music:  "Round  We  Go"  (10);  "Come 
and  Skip  with  Me"  (7),  (adapted) ;  "Let  Your  Feet  Tramp, 
Tramp,  Tramp"  (9) ;  "Lads  and  Lassies"  (25  a)  ;  "This  is 
the  Way  a  Laddie  Should  Bow"  (11) ;  "Let  Us  Play  We're 
Grown  Folks,  Too"  (2);  "The  Bell  Ringer"  (10);  "The 
Swing"  (16);  "Round  and  Round  the  Village"  (25  a); 
"Little  Travelers"  (13);  "The  Snow  Man"  (2);  "Out  of 
the  Window"  (24)  ;  "Feeding  the  Chickens"  (24) ;  "Garden 
Game"  (25  a)  ;  "In  the  Spring"  (25  a) ;  "Looby  Loo" 
(25  a). 

3.  Songs — (Other  than  those  listed  under  various  centers 
of  interest)  : 


Kindergarten  29 


(a)  "Greeting  and  Visiting"  (14)  ;  ''Good  Morning  Song," 
"Good  Morning  to  You"  (7);  'Thumbs  and  Fingers  Say 
Good  Morning"  (8);  "Visiting  Day"  (16);  "Mr.  Thumb 
and  Mrs.  Thumb"  (1). 

(b)  Hymns:  "All  Things  Bright  and  Beautiful"  (7); 
"Praise  Him"   (1);    "Father,  Thou  Who  Carest"   (7). 

(c)  Finger  plays:  "Naming  the  Fingers"  (8);  "What 
Shall  Our  Fingers  Play?"  (11)  ;  "Ball  for  Baby"  (4)  ;  "The 
Finger  Family"  (19). 

(d)  Mother  Goose  Songs:  "Little  Bo-Peep"  (1);  "Bah, 
Bah,  Black  Sheep"  (6)  ;  "Little  Jack  Horner"  (6)  ;  "Diddle, 
Diddle  DumpHng"  (6);  "Hey,  Diddle,  Diddle"  (6);  "Bye, 
Baby  Bunting"  (6). 

(e)  Miscellaneous  songs :  "Choosing  a  Flower"  (12) ; 
"Mr.  Frog"  (2)  ;  "The  Squirrel"  (2)  ;  "The  Cuckoo  Clock" 
(11);  "The  Rain"  (139);  "The  Bunny"  (139);  "The 
Farmer  Man"  (139). 

STORY  LIFE 

Stories  of  repetition,  simple  folk  stories,  and  fairy  tales, 
suited  to  the  children's  thought  and  expression,  are  used  as  a 
stimulus  to  the  imagination  and  for  the  development  of  lan- 
guage. The  aim  is  to  tell  a  few  really  choice  stories  which 
children  may  learn  to  know  and  love,  rather  than  to  cover  a 
wide  range  of  stories,  many  of  which  are  not  of  permanent 
value. 

Most  of  the  stories  mentioned  here  are  classed  as  litera- 
ture, because  it  is  in  the  Kindergarten  that  the  beginnings  of 
the  appreciation  of  good  literature  are  found.  A  few  are 
classed  as  stories  for  reproduction  to  be  told  again  by  the 
children,  especially  for  their  language  value,  and  in  a  third 
group  a  few  stories  are  placed  which  are  especially  suitable 
for  illustrations  with  pencil  or  paper  cutting. 

Other  stories  not  mentioned  here  are  found  under  the  sub- 
ject of  Literature  (p.  232). 

Literature— "The  Wee,  Wee  Woman"  (96)  ;  "The  Three 
Pigs"  (85  b) ;  "The  Old  Woman  and  Her  Pig"  (73  b,  50  b)  ; 
"The  Cat  and  the  Mouse"  (89);  "The  Little  Red  Hen" 
(73  a,  61  b,  59  a) ;  "The  Little  Red  Hen  and  the  Fox"  (88) ; 
"Chicken  Little"  (61  a) ;  "Billy  Bobtail"  (96)  ;  "The  Pig 
Brother"  (93);  "Hans  and  His  Dog"  (83);  "Patsy,  the 
Calf"  (83);    "Story  of  Cedric"  (94);    "Five  Little  Peas  in 


30  Formulation  by  Grades 

a  Pod"  (49);  "Story  of  Moses"  (90,  91);  "Daniel  in  the 
Lion's  Den"  (90,  91). 

Language — Certain  of  the  simpler  and  more  dramatic 
stories  are  reproduced  by  the  children.  The  following  are 
typical  of  those  so  used:  "The  Gingerbread  Boy"  (59  a, 
67) ;  "The  Three  Billy  Goats  Gruff"  (59  a) ;  "The  Lion  and 
the  Mouse"  (81). 

Industrial  Work  and  Drawing — These  subjects  help  in  the 
study  of  certain  stories.  The  following  are  typical  of  those 
so  treated:  "Three  Bears"  (93,  81,  86);  "The  Shoemaker 
and  the  Elves"  (86). 

SCHOOL  NEEDS 

The  Kindergarten  is  notably  a  place  for  community  life  on 
the  child's  plane  of  interests.  Respect  for  the  rights  of  others; 
attention  to  the  order  and  cleanliness  of  the  room;  children's 
care  for  their  own  toys  and  materials,  and  for  the  plants  and 
flowers  in  the  room,  are  developed  through  the  utilizing  of 
the  activities  of  childhood  and  also,  in  some  cases,  through 
industrial  work. 

Activities — Watering  plants  and  flowers ;  making  table 
neat  after  the  lunch  period;  hanging  up  outside  wraps  on 
hooks ;  putting  toys  and  materials  used  in  proper  places ;  care 
for  Kindergarten  plot  in  front  of  building. 

Industrial  Work — Decorating  wooden  plates  for  lunch 
period;  overcasting  dusters  to  keep  tables  clean;  making  in- 
vitations for  school  festivals  with  crayola  or  paper  cutting; 
making  paper  garden  hats  to  wear  in  school  garden  and  on 
excursions. 


PRIMARY  GROUP 

Grades  I  to  III ;   Ages  about  6^  to  9J^ 


SIGNIFICANT  INSTINCTS  AND  CAPACITIES,  AND 
THEIR  DEVELOPMENT 

[See  note  under  Kindergarten,  p.  21.] 

Physical  and  Mental  Condition — The  general  physical  and 
mental  condition  of  children  at  the  period  when  they  are  pass- 
ing through  the  Primary  Group,  needs  careful  attention. 
Their  ideas  follow  each  other  so  fast  that  before  they  finish 
one  thing  they  start  another.  Their  condition  is  unstable  and 
fatigue  comes  quickly.  The  aim  is  to  secure  finer  coordina- 
tion of  sense  organs  and  muscles,  general  bodily  strength, 
power  to  think  connectedly  and  to  some  purpose,  and  the  be- 
ginning of  control  over  the  tools  of  learning.  This  is  secured 
by  a  careful  arrangement  of  the  daily  program,  and  by  alter- 
nations of  short  work  periods  and  recreation  periods. 

The  Motor  Impulse — The  motor  impulse  is  dominant  at 
this  period.  This  instinct  is  utilized,  through  play,  games,  and 
industrial  work,  to  secure  enjoyment,  bodily  health,  and 
greater  muscular  development. 

Imitation — The  instinct  of  imitation  is  a  basis  for  develop- 
ing originality  and  personality.  This  is  accomplished  through 
suggestion  and  the  judicious  use  of  a  variety  of  the  best 
models.  Imitation  is  also  used  to  give  the  children  experience 
and  to  help  them  acquire  habits  of  neatness,  punctuality, 
truthfulness,  industry,  and  other  social  habits,  and  to  aid  in 
securing  good  writing,  distinct  enunciation,  and  correct  Ian- 
guage  forms. 

Imagination — The  spiritual  horizon  of  children  of  this  age 
is  enlarged  and  better  ideals  of  conduct  are  established 
through  the  imaginative  instinct.  Folk  stories,  fairy  tales, 
fables,  dramatizations,  and  special  days  are  the  chief  means 
used.  In  later  stages  imagination  helps  to  vivify  and  make 
real  the  larger  world  seen  through  the  study  of  industrial 
geography  and  history. 


32 Formulation  by  Grades 

Curiosity — The  instinct  of  curiosity  leads  to  the  acquisition 
of  new  facts  and  the  solution  of  problems.  These  aims  are 
largely  realized  through  supplementary  reading  and  nature 
study. 

The  Individualistic  Instinct — The  individualistic  instinct  is 
the  basis  for  developing  self-respect  and  self-reliance,  and  for 
calling  forth  the  best  efforts  in  play  and  school  exercises.  To 
secure  this  development  individual  projects  are  used  in  the 
grade  work  leading  up  to  group  work  and  games  of  simple 
organization. 

The  Constructive  Instinct — The  constructive  instinct  aids  in 
developing  clear,  accurate  concepts,  judgment,  coordination  of 
eye  and  hand,  muscular  control,  and  a  systematic  rather  than 
a  haphazard  way  of  doing  things.  This  is  largely  accom- 
plished through  industrial  work,  drawing,  and  painting. 

Rote  Memory — -llote  memory  is  used  in  learning  songs  and 
poems,  in  enlarging  the  children's  vocabulary,  and  in  making 
automatic  certain  fundamental  facts  in  arithmetic.  The  last 
two  are  reached  largely  through  number  and  language  games. 

Competition  and  Collection — Other  tendencies  beginning  to 
appear  in  this  period  are  the  instincts  of  competition  and 
collection.  These  are  valuable  in  the  grade  work  and  are 
appealed  to  in  the  latter  half  of  the  period;  the  former 
particularly  as  a  means  of  acquiring  skill  in  drill,  the  latter 
in  nature  study. 

Purposive  Thinking — The  power  of  purposive  thinking  at 
this  stage  is  weak,  but  it  is  important,  and  every  possible 
opportunity  is  seized  upon  to  develop  it.  It  is  strengthened 
through  the  solution  of  problems  in  industrial  work  where 
choice  and  judgment  must  be  exercised  in  the  selection  of 
means  to  reach  interesting  and  definitely  planned  ends. 

GRADE  I 

DISTINCTIVE   CHARACTERISTICS   AND   THE 
CENTERS  OF  INTEREST 

Some  of  the  tendencies  belonging  to  Kindergarten  children 
are  still  strong  after  they  reach  Grade  I.  Of  the  tendencies 
described  above  for  the  primary  group,  the  most  prominent 
are  motor  activity,  imagination,  imitation,  and  suggestibility. 


Grade  I  33 


Through  these  the  child  comes  to  a  deeper  understanding  of 
his  physical  and  social  environment.  In  adjusting  himself  to 
the  larger  social  institution  of  which  he  now  becomes  a  mem- 
ber, the  primary  school,  his  life  is  broadened  and  he  learns 
more  of  self-control  and  regard  for  the  right  of  others.  In 
common  with  those  of  the  Kindergarten  child  his  interests  still 
center  around  his  own  home,  and  his  relations  are  largely 
personal. 

Play  continues  to  be  his  chief  mode  of  life,  and  play  ten- 
dencies  find  natural  expression  in  much  of  the  school  work, 
which  is  thus  turned  into  channels  of  enjoyment. 

The  senses  are  keen  and  curiosity  about  natural  objects  is 
easily  aroused. 

Special  holidays  are  always  happy  occasions  to  children  of 
this  age.  For  all  these  reasons  the  following  centers  of  inter- 
est have  been  chosen : 


I. 

Children's  Home  Life. 

11. 

Homes  of  Other  Children. 

1.  The  Eskimo  Home. 

2.  A  tropical  home. 

III. 

Special  Days: 

1.  Hallowe'en. 

2.   Thanksgiving. 

3.  Christmas. 

4.  Valentine's  Day. 

5.  Washington's  Birthday. 

6.   Easter. 

IV. 

Seasons. 

V. 

Story  Life. 

VI. 

Play. 

/II. 

School  Needs. 

SUBJECT  MATTER  FOR  GRADE  I  SELECTED  AND 

ORGANIZED  ACCORDING  TO  CENTERS  OF 

INTEREST 

CHILDREN'S  HOME  LIFE 

1.  Family  Pleasures 

Industrial  Work  and  Language — Contribution  of  each 
member  of  family  in  making  home  attractive;  interdepend- 
ence and  unity  of  the  family  stressed;  pleasures  provided  by 
father  and  mother;  walks  together,  picnics,  trip  to  the 
country,  birthday  parties,  visiting,  etc. 


34  Formulation  by  Grades 

Industrial  Work — Miniature  home  made  by  each  child; 
house  and  trees  of  construction  paper  set  up  and  pasted  on 
rectangle  of  cardboard  representing  the  yard ;  a  room  drawn 
in  perspective,  furnished  by  pasting  in  furniture  cut  from 
catalog. 

Music— "The  Slumber  Boat"  (19);   "Usefulness"  (12). 

Literature — ''Only  One  Mother"  (50  c). 

2.  Activities  of  the  Home 
(a)   house  cleaning 

Industrial  Work — Necessity  for  house  cleaning  every  day; 
airing  of  beds,  best  way  to  make  up  a  bed ;  necessity  of  sweep- 
ing because  of  dust  brought  in  on  shoes  and  blown  in  from 
street;  how  mother  sweeps,  opens  windows,  covers  books, 
moves  furniture ;  best  way  to  dust,  with  damp  or  oiled  cloth ; 
illustrate  by  dusting  desks;  what  children  can  do  to  keep 
things  clean  and  orderly  at  home,  at  school ;  work  of  keeping 
flowers  and  lawn. 

Miniature  brooms  of  broom-straw  or  raffia ;  mops  of  string 
tied  on  a  stick;  bucket  of  clay,  wire  handle. 

Music — "Sweeping  and  Dusting"  (20). 
Literature — "Dust  Under  the  Rug"  (79). 

(b)   washing  and  ironing 

Industrial  Work — Sand  board  scene  to  represent  washing 
day;  clothes  Hue;  garments  cut  free-hand,  made  of  clay; 
basket  made  of  construction  paper  for  clothes. 

Games— ''Wdish  the  Lady's  Clothes"  (42)  ;  "Here  We  Go 
'Round  the  Mulberry  Bush"  (46). 

Industrial  Work  and  Language — Conversation  about  neces- 
sity of  washing  and  ironing  for  cleanliness,  health,  and  beauty. 
Process  by  which  we  have  nice,  clean  clothes  every  week; 
illustrate  by  having  children  wash  doll's  clothes  and  sheets. 
How  wind  and  sun  help  in  drying  clothes.  Why  be  careful 
not  to  get  clothes  very  soiled  or  stained  with  fruit  juice. 

Industrial  Work — Making  needle  book  for  mother. 

(c)   sewing 

Industrial  Work  and  Language — Conversation  about  what 
mother  makes  for  the  children.  Other  sewing,  hemming  of 
towels,  table  linen,  etc.  Necessity  of  darning  and  mending. 
How  children  may  help  mother  by  being  careful  with  clothes. 


Grade  I  35 


(d)   cooking  and  serving  food 

Industrial  Work  and  Language — What  we  eat:  meats, 
breads,  fruits,  vegetables ;  cooked  and  uncooked  foods ;  need 
of  cleanliness,  washing  vegetables,  etc.,  vessels,  towels; 
methods  of  preserving  food  by  canning,  preserving,  salting, 
drying ;    setting  table  ;    washing  dishes. 

Industrial  Work — Paring  and  cooking  apples ;  paper  cutting 
to  represent  canned  fruits  and  preserves,  arrangement  on 
pantry  shelf  drawn  on  blackboard ;  cut  kitchen  utensils  or 
model  in  clay;  cut  knife  and  fork,  cup  and  saucer,  plate, 
napkin,  and  set  a  table,  using  own  desk  as  table. 

Music — "These  are  Mother's  Knives  and  Forks"  (19). 

(e)    visiting   and    going    to    SUNDAY    SCHOOL 

Game — 'T  Went  to  Visit  a  Friend  One  Day"  (13). 

Industrial  Work — Paper  cutting  to  represent  people  going 
to  church;   mounted  as  large  poster. 

Language — Polite  forms  of  greeting  in  exchange  of  visits; 
greetings  on  street,  lifting  hat,  bowing,  waving  hands. 

3.  Domestic  Animals 

Nature  Study  and  Language — Cows :  their  usefulness,  our 
kind  treatment  of  them,  proper  food  and  drink,  pasture,  hous- 
ing in  winter ;  milking,  necessity  of  cleanliness  of  barn, 
milker,  vessels;    making  of  butter;    cheese. 

Horses :  the  many  ways  they  help  us.  Our  care  of  them ; 
regularity  in  feeding  and  watering,  housing  in  clean  stall,  hay 
on  floor.  Consideration  in  driving ;  not  overdrive ;  blanket, 
hitching  in  shade,  check  rein,  petting  and  gentle  treatment. 

Chickens :  hen  house,  nests,  eggs ;  feeding  regularly ;  food 
they  get  for  themselves  and  how ;  why  sand  and  gravel  are 
necessary;  setting;  hatching;  the  mother's  care  of  her  little 
chicks ;    how  we  help  her  with  coop,  food,  and  drink. 

Industrial  Work — Poster:  cows  feeding  in  pasture,  with 
trees  and  stream  of  water;  cows  and  trees  cut  free-hand ; 
wagon  and  horse  of  construction  paper;  coop  of  slats  of  wood 
for  doll's  house  yard;    chickens  of  clay. 

Music— "The  Little  Chicken"   (2).  ' 

Lf/^ra^wr^— Stevenson's  "The  Cow"  (60  b,  53);  "Little 
Half  Chick"  (89,  100). 


36  Formulation  by  Grades 

Picture  Study — Dupre's  ''In  the  Meadows." 

Reading — Blackboard  lessons  growing  out  of  topics  as 
studied. 

4.  Children's  Pets 

Nature  Study  and  Language — Dogs :  their  uses,  as  pets,  for 
protection,  hunting,  driving  up  cows,  catching  rats;  their 
intelligence,  faithfulness,  gentleness,  tricks,  illustrated  from 
children's  experiences  and  by  stories  told.  Kindness  due 
them,  food,  drink,  shelter. 

Cats :  their  uses  as  pets  and  for  catching  mice ;  their  natu- 
ral food;  adaptation  of  feet,  teeth,  movements,  for  getting 
food.  Mother  cat's  care  of  her  little  ones.  Kind  treatment 
due  our  pets.  Cats  as  destroyers  of  birds  and  carriers  of  dis- 
ease. Children  warned  not  to  play  with  strange  cats  or  touch 
cats  with  their  mouths. 

Rabbits:  appearance,  habits,  food.  Right  care  of  pet 
rabbits  in  giving  food  and  water,  and  keeping  hutch  clean. 

Literature — ''Raggylug"  (93);  ''I  Love  Little  Pussy" 
(86  b) ;    "Mrs.  Chinchilla." 

Music— ''See  the  Pretty  Bunny"   (2). 

Picture  Study — Landseer's  ''Saved";  Landseer's  "Dignity 
and  Impudence." 

Drawing — Illustrate  story  of  Raggylug. 

HOMES  OF  OTHER  CHILDREN 

The  Eskimo  Home 

Industrial  Work  and  Drawing — Sand  table  scene  to  repre- 
sent Eskimo  home :  house  of  clay  bricks,  cotton  batting  for 
snow,  blue  paper  under  glass  for  water,  rocks  for  icebergs; 
dogs,  seals,  bears,  cooking  vessels  of  clay;  sled  of  construc- 
tion paper;  cooking  frame  of  pieces  of  wood  tied  together. 
Eskimo  doll  dressed  in  white  canton  flannel.  Representation 
of  typical  scenes  by  paper  cutting  and  drawing. 

Geography — (Taught  in  language  time.)  The  story  of 
Agoonack,  from  Jane  Andrews's  Seven  Little  Sisters,  used  as 
an  interesting  concrete  setting  for  the  facts :  physical  environ- 
ment, climate,  snow,  frozen  sea,  icebergs,  no  vegetation; 
house,  material  and  how  made,  door,  window,  porch ;  interior, 
bench  for  table,  bed,  and  chair,  skins  for  covering,  sleeping 


Grade  I  37 


bags;  cooking  arrangements ;  dress;  food;  modes  of  travel; 
plays  of  Eskimo  children. 

The  children  are  led  to  see  the  relation  of  food,  clothing, 
shelter,  and  mode  of  life  generally,  to  climatic  conditions,  and 
to  think  out  practical  problems  of  living  which  the  Eskimo 
must  meet. 

Games — Several  Eskimo  games  played  (138). 

Music — "U  I  were  a  Little  Eskimo"   (40  a). 

Reading — Chart  lessons  on  the  Eskimo. 

The  Tropical  Home 

Geography — (Taught  in  language  time.)  Story  of  Man- 
enko  in  Seven  Little  Sisters  used  as  a  concrete  setting  for  the 
facts :  climate  and  rank  vegetation  in  contrast  with  Eskimo 
country;  house  of  bamboo  interwoven  with  grass  and 
rushes;  interior  of  house'  mats,  beds  of  rushes  and  boughs; 
dress ;  food ;  corn  and  how  raised ;  wild  honey ;  animals 
and  how  hunted ;   baskets  and  clay  jars  for  food. 

Children  led  to  see  relation  of  clothing,  shelter,  and  mode 
of  life  to  climate. 

Industrial  Work  and  Drazmng — Sand  table  scene  to  repre- 
sent the  home :  house  of  canes  placed  vertically  in  a  circle 
woven  with  grass  for  walls;  roof  of  grass;  rough  mats 
woven  of  yucca  or  cat-tail  leaves ;  jars  of  clay ;  crude  baskets 
of  vines;  women  of  clay  sitting  on  bench  outside  of  house 
weaving  baskets. 

SPECIAL  DAYS 
Hallowe'en 

Industrial  Work  and  Drawing — Jack-o'-lanterns  of  orange- 
colored  paper,  outlines  cut  by  pattern,  faces  free-hand. 
Mounted  as  border  for  room. 

M7/.y/c— ''Jack-o'-lantern"    (38  a),   'The  Brownies"    (21). 

Nature  Study — The  presence  of  pumpkins  in  the  room  leads 
to  the  learning  of  some  facts  about  their  growth,  size,  color, 
uses,  etc. 

Language — Conversation  lesson  on  right  ways  of  having 
fun  at  Hallowe'en  gives  opportunity  for  free  expression  of 
the  child's  own  thoughts  and  experiences. 


38  FORMULATIOI^    BY    GrADES 

Literature — The  work  of  good  fairies  and  brownies  illus- 
trated by  the  story  of  "The  Shoemaker  and  the  Elves,"  and 
Mary  Howitt's  'Tairies  of  the  Caldon  Low,"  simplified  and 
told  as  a  story. 

Games — Hallowe'en  party  in  the  room  and  appropriate 
games  played. 

Reading — Children's  vivid  experiences  with  Jack-o'-lan- 
terns utilized  in  blackboard  reading  lessons  on  this  subject. 

Thanksgiving 

Industrial  Work  and  Drawing — Doll's  Thanksgiving  table 
set  with  dishes  and  fruits  of  clay  and  colored  plasticene ; 
knives,  forks,  spoons,  cloth,  and  napkins  of  paper.  Turkeys 
cut  by  pattern  from  paper  and  colored.  Coops  made  for 
turkeys  for  doll-house  yard. 

Language — In  a  conversation  lesson,  children  are  led  to 
think  and  speak  of  our  many  blessings  and  how  we  can  best 
show  gratitude  by  our  own  enjoyment  of  good  things  and  by 
sharing  with  others.  Opportunity  given  for  spontaneous  self- 
expression. 

Literature — Marian  Douglass's  "A  Good  Thanksgiving,"  in 
November  Plan  Book,  read  to  the  children.  One  verse  of 
Emerson's  "For  Flowers  that  Bloom  About  Our  Feet," 
memorized.  These  both  aim  at  heightened  appreciation  of 
the  points  brought  out  in  the  language  lesson.  Maud  Lind- 
say's "The  Turkey's  Nest"  told  for  enjoyment  and  drama- 
tized by  the  children. 

Music— 'ChMrtns  Litany"  (24),  "Mr.  Duck  and  Mr. 
Turkey"  (2),  "I  Just  Took  a  Peep  in  the  Pantry"  (42),  The 
"Thank  You"  Song  (42). 

Games — Hofer's  "Haymaking  Dance"  (25  b),  Bancroft's 
"Leaves  Are  Green"  (46),  and  "Rabbit  in  the  Hollow"  (25). 

Nature  Study  —  Fruits  and  nuts  used  at  Thanksgiving 
dinner. 

Reading — Chart  lessons  about  Thanksgiving  based  on 
pictures. 

Christmas 

Industrial  Work  and  Drawing — For  skill  and  study  of 
form,  cut  free-hand,  color,  and  mount  toys  for  the  toy  store 
or  paste  them  on  large  outline  drawing  of  Christmas  tree. 


Grade  I  39 


Expression  is  given  to  the  true  Christmas  spirit  by  making 
Christmas  presents  for  parents  such  as  needlebook,  blotter, 
calendar,  cornucopia,  chains,  bells,  etc.,  made  for  tree  and  in- 
vitations to  Christmas  entertainment  decorated. 

Literature — Stories  chosen  to  express  the  spirit  of  the  sea- 
son: Maud  Lindsay's  ''Gretchen,"  Bailey  and  Lewis's  "Mrs. 
Santa  Claus,"  Katherine  Greenland's  ''How  the  Chimes 
Rang,"  in  Knights  of  the  Silver  Shield.  Poems :  Eugene 
Field's  ''Why  Do  Bells  for  Christmas  Ring?"  memorized. 
Moore's  "  'Twas  the  Night  Before  Christmas"  read  for  pure 
enjoyment. 

Music — Luther's  "Cradle  Hymn"  (35),  "Santa  Claus"  (3), 
"A  Letter  to  Santa  Claus"  (19),  "Down  the  Long  High- 
way" (42). 

Bible — The  birth  of  Christ  and  visit  of  the  shepherds. 
Luke  II:1-2L 

Language — Conversations  about  Santa  Claus,  what  he 
brings,  etc.,  lead  to  expression  of  happy  experiences,  while 
those  involved  in  planning  the  Christmas  presents  call  for 
clear  expression  of  thought  by  the  child. 

Arithmetic — Children  buy  and  sell  in  a  play  toy  store  to 
teach  value  of  small  coins  and  a  few  addition  combinations. 

Game — Dance  around  the  tree. 

Reading — Action  sentences  based  on  Christmas  tree  and 
toys. 

Valentine's  Day 

Industrial  Work  and  Drawing — Valentines  made  by  pat- 
tern, using  red  hearts,  tiny  scrapbook  pictures,  etc. 

Music — "A  Birdie's  Valentine,"  in  Tomlin's  A  Child's  Gar- 
den of  Song. 

Language — Meaning  of  the  day  as  time  for  exchange  of 
messages  of  love  between  friends.  Legend  of  St.  Valentine's 
Day  retold  by  children  for  the  benefit  of  those  who  have  not 
heard  it  before.  Valentine  messages  suggested  by  the  chil- 
dren and  written  on  board  by  the  teacher.  Choices  made  for 
their  valentines. 


40  Formulation  by  Grades 


*Washington's  Birthday 

Language — Stories  of  Washington's  childhood  and  youth 
to  ilkistrate  his  truthfulness,  perseverance  and  courage  related 
by  the  teacher.  Retold  by  children  for  practice  in  connected 
narrative.  Meaning  of  the  colors  in  the  flag.  Story  of  the 
first  flag  dramatized  by  the  children. 

Music— 'Uii\&  Soldiers"  (41  a),  "Marching  Song"  (19), 
"Rub-a-dub-dub"   (19). 

Games — Newton's  "Marching  Song,"  Newton's  "Soldier 
Boy"   (45). 

Industrial  Work  and  Drazving — Make  flags  to  decorate 
booklet.  Fold  soldier  cap  to  march  in,  and  make  badges  to 
wear  on  Washington's  Birthday.  Cut  hatchets  free-hand,  the 
best  chosen  as  a  pattern  and  hatchets  cut  for  border  for  room. 

Easter 

Nature  Study — Reawakening  life  observed  in  early-bloom- 
ing bulbs,  budding  of  trees,  germination  of  seeds;  little  chick- 
ens and  rabbits ;  emerging  of  moths  from  cocoons. 

Music — "Nature's  Easter  Story"  (7),  "To  the  Great 
Brown  House"  (15). 

Industrial  Work  and  Drawing — A  pet  rabbit  in  room. 
Drawn  free-hand,  cut  out,  and  mounted  to  decorate  room. 
Easter  cards  made  with  hektograph  designs  of  little  chickens 
and  rabbits. 

Literature — Kate  L.  Brown's  "The  Seed"  memorized. 
Beatrix  Potter's  "Peter  Rabbit"  read  for  enjoyment.  "The 
Sleeping  Princess"  told  by  teacher  as  often  as  called  for. 
Later  retold  by  children  for  practice  in  connected  narrative. 

Games  in  Season — Burchenal's  "The  First  of  May"  (47), 
Hofer's  "French  Flower  Round,"  Gymnastic  Game,  "Little 
Plants." 

THE  SEASONS 

Fall 

Nature  Study — Fall  flowers  studied  for  identification  and 
beauty  of  color.  Change  from  flower  to  seed  pod  observed  in 
the  morning-glory.     "Seed  cradles"  from  different  plants  col- 


*For  typical  Washington's  Birthday  program,  given  by  the  First  Grade 
and  Kindergarten  pupils,  see  page  287. 


Grade  I  41 


lected  by  children.  Uses  of  seeds  for  reproduction  and  as 
food  for  man,  animals,  and  birds.  Aquarium  and  metamor- 
phosis of  caterpillars  observed  incidentally.  Identification  of 
trees  by  foliage.  Uses  of  trees  for  beauty,  shade,  fruit,  tim- 
ber, as  homes  for  birds  and  squirrels.  Beauty  of  fall  foliage 
noted.  Work  of  wind  and  rain  in  stripping  trees.  Uses  of 
fallen  leaves.     Special  trees :  maple,  oak,  poplar. 

Drazving  and  Industrial  Arts — Flowers  drawn  and  colored 
with  Crayola  or  cut  from  colored  paper.  Autumn  leaves  col- 
lected, pressed,  and  mounted  as  border  to  go  over  blackboard. 
Trees  cut  free-hand  after  observation  and  mounted  as 
features  of  simple  earth  and  sky  landscape.  Necklaces  made 
by  stringing  beads  and  grasses. 

Music— ''Th^  Caterpillar"  (2);  "The  Leaves'  Party" 
(19);    ''Goldenrod"  (3). 

Literature  and  Language — Poems :  ''October's  Party" 
(56)  ;  ''Goldenrod,"  Lovejoy,  one  stanza  (56)  ;  ''Autumn 
Leaves"  (56)  ;  "September,"  H.  H.  Jackson,  two  stanzas 
(56) 

Games  and  Plays — "Squirrels  in  Trees"  (64) ;  "Leaves 
Are  Green"  (64);   "Going  Nutting"  (42). 

Reading — Action  sentences  with  autumn  leaves. 

Winter 

Nature  Study — How  winter  conditions  are  met : 

(a)  By  man  in  heating  of  houses,  storing  of  fuel,  warmer 
clothing  and  covering  for  beds. 

(b)  By  animal  life:  Insects  such  as  ants,  bees,  caterpillars, 
grasshoppers;  toads,  snakes;  squirrels;  domestic  animals; 
birds. 

(c)  By  plants:  Life  discovered  in  buds  and  green  inner 
bark  of  winter  twigs,  in  roots  of  grass,  in  seeds. 

Snow  and  rain.  Uses  to  us.  What  becomes  of  them. 
Sun,  moon,  and  stars.  Sun  as  source  of  heat,  light,  and  life  of 
plants.  Place  of  rising  and  setting.  Cardinal  points.  Moon 
observed  for  a  number  of  consecutive  nights  to  note  increase 
and  decrease. 

Music— 'T\\t  Rainy  Day"  (2);  "Jack  Frost"  (42); 
"Tracks  in  the  Snow"  (19)  ;  "Tiny  Little  Snowflakes"  (15)  ; 
"The  New  Moon"  (15). 


42  Formulation  by  Grades 

Literature  and  Language — Poems:  "The  North  Wind  Doth 
Blow,"  two  stanzas  (60  b)  ;  "Waiting  to  Grow,"  selected; 
"Twinkle,  Twinkle,  Little  Star"  (71  c);.  "The  Rain,"  R.  L. 
Stevenson  (53). 

Story — "The  Ant  and  the  Grasshopper"   (76  c). 

Games — "The  Snow  Game"   (65). 

Spring 

Nature  Study — Children  kept  alert  for  signs  of  returning 
spring :  warmer  and  longer  days,  early  blooming  plants,  swell- 
ing of  buds,  first  appearance  of  birds,  birds'  songs  and  nest 
building.  Special  birds:  robin,  bluebird,  red-headed  wood- 
pecker. Oak,  maple,  poplar  trees  observed  for  appearance 
of  flowers,  seeds,  and  leaves.  Earliest  wild  flowers  identified 
and  kept  in  room  for  beauty.  Emergence  of  moths  and 
butterflies  from  chrysalids  kept  through  the  winter  is  looked 
for.  Hatching  of  frogs'  eggs.  The  wind ;  its  work  in  bring- 
ing clouds,  fresh  air,  sweeping  the  streets  clean,  flying  kites, 
sailing  ships.     What  the  wind  is. 

M/mV— "Tulips"  (19);  "Pussy  Willow"  (42);  "Robin's 
Return"  (42);  "The  Bunny"  (2);  "The  Windy  Day"  (2); 
"Butterflies,"  Barnes  Primer;  "Robin's  Song"  (2)  ;  "  I  Like 
the  Rain"  (42);  "The  Woodpecker"  (20);  "Sweet  Pea 
Ladies"  (20)  ;  "Buttercups"  (20)  ;  "My  Little  Garden"  (42). 

Literature  and  Language — Poems  memorized:  "Over  in 
the  Meadow"  (120);  "DandeHon,"  Nellie  Garabrant,  one 
stanza  (56);  "The  Seed,"  Kate  L;  Brown  (56);  "Little 
Robin  Redbreast"  (59  b)  ;  "The  Wind,"  R.  L.  Stevenson 
(53);  "Who  Stole  the  Bird's  Nest?"  (56);  "Boats  Sail  on 
the  Rivers"  (120).  Last  two  read  to  children  for  apprecia- 
tion, but  not  memorized. 

Stories — "The  Wee  Nest" ;  "Sleeping  Princess,"  retold 
(61  d,  60  d);  "How  Buttercups  Came"  (71  c)  ;  "How 
Robin  Got  His  Red  Breast"  (63);  "How  the  Woodpecker 
Got  His  Red  Head"  (63) ;  "The  Wind  and  the  Sun"  (62) ; 
"Out  of  the  Nest"  (83);  "Legend  of  the  Dandelion"  (67); 
"The  Ugly  Duckling"  (86  d,  116  d,  61  d)  ;  "Marjorie's 
Garden"  (100). 

Drazmng  and  Industrial  Arts — Flowers  drawn  and  colored 
with  Crayola  or  cut  from  colored  paper.  Used  in  decorating 
booklets.     Hektograph  copies  of  birds  colored  by  the  children. 


Grade  I  43 


Illustrative  drawings  of  a  windy  day.  Drawings  of  children 
at  play.  Children  assist  in  the  preparation  of  the  soil  in  their 
plot  in  the  school  garden.  Plant  radishes,  lettuce,  cosmos, 
petunias,  candy  tuft,  and  poppies.  Little  individual  gardens 
of  nasturtiums  planned  at  school  and  carried  out  at  home. 

Games  and  P/aj'^— "Little  Plants"  (42);  "Wind  in  the 
Trees"  (65). 

Arithmetic — Liiaginary  home  garden  laid  out  on  the  floor 
with  foot  rulers,  and  seeds  evenly  spaced  by  measuring. 

English — Description  of  birds  studied;  directions  for  mak- 
ing home  garden,  etc.,  written  on  board  by  the  teacher  at  the 
dictation  of  the  children,  and  read  by  them. 

STORY  LIFE 

Literature — The  stories  listed  below  minister  to  the  child's 
emotional  life,  imagination,  ideals,  and  sense  of  humor.  Such 
stories  as  "The  Four  Musicians,"  and  ''The  Alligator  and 
the  Little  Jackal,"  are  especially  helpful  in  the  sense  of 
humor.  Bible  stories  and  others,  like  "The  Golden  Touch," 
and  "The  Angel  Mother,"  help  in  establishing  right  moral 
ideals,  while  all  make  strong  appeal  to  imagination. 

Bible  Stories:  "Adam  and  Eve,"  "Noah  and  the  Flood,"" 
"David  and  Goliath,"  "Elijah  Fed  by  the  Ravens,"  "The 
Widow's  Cruse  of  Oil,"  "The  Good  Samaritan"  (all  from 
90,  91,  Bible). 

Fables,  Folk  and  Fairy  Tales:  "The  Hare  and  the  Tor- 
toise" (61  c,  85  c)  ;  "The  City  Mouse  and  the  Country 
Mouse"  (50  c);  "The  Wolf  and  the  Seven  Kids"  (61  c)  ; 
"The  Dog  and  His  Shadow"  (61  c)  ;  "The  Alligator  and  the 
Little  Jackal"  (88  c,  100)  ;  "The  Honest  Woodman"  (92  c, 
70  b)  ;  "The  Boy  Who  Cried  Wolf"  (61  d)  ;  "The  Lark  and 
Her  Little  Ones"  (77  c) ;  "The  Golden  Touch"  (73  c,  92  c) ; 
"Lambkin"  (71  b,  70);  "Little  Half  Chick"  (100,  92  d, 
73  c)  ;  "Jack  and  the  Beanstalk"  (92  d,  50  c)  ;  "The  Ugly 
Duckling"  (61  d,  86  d)  ;  "The  Brave  Tin  Soldier"  (70  c, 
117);  "The  Four  Musicians"  {77  c,  97  b)  ;  "The  Frog 
Prince"  (89)  ;  "One  Eye,  Two  Eyes,  and  Three  Eyes"  (61  c, 
59  b)  ;  "The  Three  Brothers"  (89,  60  b) ;  "The  Star  Money'' 
(89)  ;  "Mr.  Elephant  and  Mr.  Frog"  (82)  ;  "The  Ant  and 
the  Snow"  (89)  ;  "The  Fox  and  the  Grapes"  (92  c)  ;  "The 
Crow  and  the  Pitcher"  (61  c)  ;  "The  Fox,  the  Crow,  and  the 
Cheese"  (92  c). 


44  Formulation  by  Grades 

Rhymes  and  Poems  Memorised:  Selections  from  "Mother 
Goose"  (87,  86  b)  ;  "My  Shadow,"  R.  L.  Stevenson  (119, 
53)  ;  "Over  in  the  Meadow,"  Olive  A.  Wadsworth  (120,  121 
c)  ;  "Nonsense  Alphabet,"  Edward  Lear  (120).  The  last 
two  are  read  to  the  children. 

Language — The  child  gains  in  language  power  through 
memorizing  and  repeating  good  rhymes  and  poems,  and 
through  the  dramatization  and  retelling  of  fables,  very  simple 
at  first,  like  "The  Fox  and  the  Grapes,"  but  later  he  benefits 
by  those  of  more  complicated  plot,  like  "The  Lark  and  Her 
Little  Ones,"  and  'The  Four  Musicians." 

Industrial  Work  and  Draimng — Appreciation  of  a  rhyme 
or  story  is  sometimes  aided  by  objective  forms  of  expression. 
For  example, 

"The  king  was  in  his  counting  house 
Counting  out  his  money,"  etc., 

may  be  expressed  in  a  sand  board  scene  in  which  the  king 
and  queen,  engaged  in  their  favorite  occupations,  are  drawn 
and  colored;  maid  modeled  of  clay;  clothes  on  line  cut  of 
paper,  and  the  whole  scene  planned  and  set  up  by  the  children. 
Or  the  children  cut  and  mount  the  "pictures"  they  see  in  a 
story  like  "Mr.  Elephant  and  Mr.  Frog." 

Reading— "Tht  Little  Red  Hen" ;  "The  Gingerbread  Boy"  ; 
"The  Old  Woman  and  the  Pig";  "The  Boy  and  the  Goat"; 
"The  Pancake";  "Chicken  Little" — told  earlier  in  the  year; 
"The  Billy  Goats  Gruff" ;  "The  Three  Bears" ;  "The  Three 
Pigs" ;    "Little  Red  Riding  Hood." 

For  stories  and  poems  used  in  other  centers  see  Literature, 
(p.  233). 

PLAY 

Physical  Education — The  plays  and  games  listed  below 
constitute  nearly  all  of  the  physical  training  that  is  given.  A 
few,  such  as  "Squirrels  in  Trees,"  and  "Soldier  Boy,"  appear 
elsewhere  under  other  centers  of  interest. 

Games  adapted  for  playing  in  room  with  seats : 
"Jack  be  Nimble"  (46)  ;  "Cat  and  Mice"  (46) ;  "Cross- 
ing the  Brook"  (46)  ;  "Bean  Bag"  (46)  ;  "Circle  Seat  Re- 
lav"  (46);  "Did  You  Ever  See  a  Lassie?"  (46);  "Wash 
the  Lady's  Clothes"  (42)  ;  "Trees  in  a  Storm"  (45)  ;  "Snow 
BalHng"  (45);   "Drawing  Water"  (42);    "Peeping  Over  the 


Grade  I  45 


Fence"  (42);  ''Jack  in  the  Box"  (42);  "Jumping  Jack" 
(45);  "The  Man  in  the  Moon"  (42);  "Marching  Song" 
(45);  "A  Coach  and  Pair"  (42);  "The  Nutting  Party" 
(42);  "Little  Plants"  (42);  "Ponies  Jumping  the  Fence" 
(45),  adapted. 

Circle  and  singing  games  and  folk  dances : 

"How-d  ye-do,  My  Partner"  (25  b)  ;  "Rabbit  in  the 
Hollow"  (25  b)  ;  "Soldier  Boy"  (25  a)  ;  "Skip  to  Ma  Lou" 
(25  b) ;  "Round  and  Round  the  Village"  (25  a)  ;  "Draw  a 
Bucket  of  Water"  (46)  ;  "French  Flower  Round"  (25  b)  ; 
"Farmer  in  the  Dell"  (25  a).  "Charlie  Over  the  Water," 
"Leaves  Are  Green,"  "Jacob  and  Rachel,"  "Squirrels  in 
Trees,"  "Cat  and  Rat,"  "Slap  Jack,"  "Drop  the  Handker- 
chief" (all  from  46). 

Industrial  Arts — Dressing  of  paper  dolls.-  A  house  made 
for  the  paper  dolls  of  four  strong  milHner's  boxes  fastened  to- 
gether with  brass  brads.  Window  openings  located  and 
measured  by  the  children,  cut  by  the  teacher.  Windows  of 
paraffin  paper,  sash  of  small  strips  of  brown  paper  pasted 
across  windows.  Curtains  of  coarse  lawn  hemmed  with  run- 
ning stitch.  Wall  paper  selected  by  class  and  measured  and 
cut  by  them ;  pasted  on  by  teacher ;  borders  made  and  pasted 
on  by  children.  "Linoleum"  for  the  kitchen  floor  of  construc- 
tion paper.  Raffia  matting  woven  on  cardboard  looms. 
Furniture  mainly  of  construction  paper;  children  led  to  work 
out  their  own  ideas.  Fence  for  house  of  wood,  palings  of 
cardboard  measured,  cut  and  tacked  on  by  children.  Swing 
for  doll's  yard. 

Music— "Kite  Song"  (42);  "Top  Song"  (42).  All  songs 
connected  with  the  singing  games.. 

Language — Games  for  teaching  correct  idioms,  such  as  "It 
is  I,"  "it  was  she,"  "I  haven't  the  book,"  "I  have  no  book,"  etc. 

Arithmetic — -Games  for  teaching  addition  and  subtraction, 
such  as  large  domino  cards,  bean  bag  played  on  the  floor, 
hull-gull,  a  play  store,  and  various  blackboard  devices  in  the 
form  of  games,  like  playing  marbles,  shooting  at  a  target,  etc. 

SCHOOL  NEEDS 

Industrial  Arts — Making  booklets  for  writing,  for  illus- 
trative paper  cutting,  and  for  spelling. 


46  Formulation  by  Grades 

Planting  and  care  of  ivy  by  the  walls  of  the  building. 
Preparation  of  soil  and  planting  of  nasturtiums  between  iv}> 
vines;    watering  and  keeping  beds  clear  of  grass. 

Attention  to  wraps,  overshoes,  and  urnbrellas,  with  refer- 
ence to  neatness  and  order  of  room.  Filling  vases  with  fresh 
water,  and  other  small  daily  services. 

GRADE  II 

DISTINCTIVE  CHARACTERISTICS   AND   CENTERS 
OF  INTEREST 

The  tendencies  mentioned  above  are  all  about  equally  strong 
in  the  children  of  the  second  grade,  hence  they  are  interested 
in  surrounding  life — gardening,  carpentry,  store  keeping,  and 
other  adult  occupations.  They  revel  in  imitating  these  occu- 
pations, and  play  themselves  into  a  knowledge  of  the  world 
and  a  likeness  to  their  elders.  Their  interest  in  stories  is  a 
source  of  great  power  and  value  in  leading  the  children's 
feelings,  hopes,  and  desires  in  right  channels. 

Sensory  activity  and  imagery  are  at  their  height,  hence  the 
children  should  get  all  the  experiences  they  can.  The  study  of 
surrounding  life,  special  days,  and  seasonal  changes,  and  the 
experiences  gained  in  story  life,  and  in  play,  stimulate  all 
areas  of  the  brain  successively. 

The  aim  is  to  help  the  children  understand  and  appreciate 
the  present,  to  give  them  the  kind  of  experiences  which  make 
them  grow  in  relationships. 

The  course  of  study  must  be  live  as  the  children  themselves 
are  live,  must  grow  as  they  grow,  must  adapt  itself  to  their 
everyday  doings,  echoing  the  child  world.  To  this  end  the 
following  centers  of  interest  have  been  selected  for  the  second 
grade : 


I. 

Surrounding  Occupations, 

1.  Gardening. 

2.  House  building. 

3.  House  furnishing. 

II. 

Special  Days. 

III. 

The  Seasons. 

IV. 

Story  Life. 

V. 

Play. 

VL 

School  Needs. 

Grade  II  47 


SUBJECT  MATTER  SELECTED  AND  ORGANIZED 
ACCORDING  TO  CENTERS  OF  INTEREST 

SURROUNDING  OCCUPATIONS 
Gardening 

Industrial  Work — Fall:  Gathering  and  storing  seeds. 
Making  seed  envelopes  and  garden  picture  booklets.  Clearing 
garden  for  winter.  Observing  the  plowing  of  the  garden. 
Digging  up  and  raking  the  soil,  and  laying  off  plots  and  rows. 
Planting  bulbs  and  caring  for  them.  Transplanting  flowering 
plants  and  cuttings  to  window  boxes.  Planting  turnip, 
mustard,  and  spinach  for  early  spring  salad.  Planting  onions. 
Working  and  protecting  plants  in  garden.  Planting  sweet 
peas. 

Spring:  Pulverizing  soil  and  laying  of  garden.  Planting 
spring  garden,  both  flowers  and  vegetables.  Planting  for  fall 
and  winter — pop-corn,  pumpkin,  carrots,  parsnips,  salsify, 
butter  beans :  and  for  summer — sweet  corn,  lettuce,  snaps ; 
planting  such  flowers  as  nasturtiums,  sweet  alyssum,  zinnias, 
marigolds,  asters,  poppies,  salvia.  Hoeing,  thinning,  trans- 
planting,  watering  plants.  Destruction  of  pests.  Boiling 
spinach,  serving  with  hard-boiled  eggs.  Preparing  radishes 
for  table. 

In  both  fall  and  spring  work,  the  use  of  stakes,  string, 
measuring  stick,  maul,  hoes,  rakes,  wheel  plow.  Making 
measuring  sticks.  Gathering  and  selling  vegetables  as  they 
mature.     Representing  garden  on  sand  table. 

Draining — Modeling  vegetables.  Drawing  and  painting 
flowers  and  vegetables.  Drawings  showing  growth  of  plants. 
Mass  drawings  of  children  engaged  in  garden  activities. 
Free-hand  cuttings  for  blackboard  border  representing 
children  with  hoes,  etc.,  going  to  work.  Plan  of  garden  and 
beds.  Pictures  studied :  Millet's  "Digging  Potatoes,"  selec- 
tions from  German  Colored  Prints. 

Elementary  Science — Condition  of  garden  in  fall.  Insects 
in  garden — their  relation  to  garden :  the  grubworm,  the 
bumblebee,  the  grasshopper,  the  butterfly,  the  earthworm. 
Preparation  of  ground  for  fall  planting;  for  spring  planting: 
Fertilizers — what?  why?  Drainage,  slopes;  effect  of  rain, 
sunshine,  frost,  freezing,  snow.  Weather  chart  kept  at  differ- 
ent times   during  year.      Germination   of   peas,   beans,   corn. 


48  Formulation  by  Grades 

This  is  shown  by  use  of  box  with  glass  front  so  whole  class 
can  see  seeds  each  day.  The  birds — cat  bird,  robin,  mocking- 
bird— studied  in  relation  to  garden.  In  harvesting  and 
gathering  vegetables  and  seeds,  studies  of  the  roots,  seeds, 
stems,  leaves,  and  fruit  of  vegetables  which  are  used  for  food. 
Evaporation  in  relation  to  cooking.  Boiling  water.  Solvency 
of  salt  and  sugar.  Importance  of  chewing  food,  of  keeping 
teeth  clean. 

Language — Conversation  lessons  on  experiences  in  garden : 
first  frost,  plants,  etc.  Records  made  of  work  done  in  garden. 
Oral  descriptions  of  work  done.  Lists  of  words  selected  from 
different  topics  of  garden  work  and  learned  in  spelling.  A 
program  about  the  garden  worked  out  by  children. 

Literature — The  following  stories  and  poems  studied  for 
appreciation  and  pleasure:  ''Mary's  Meadow"  (60  c)  ;  "Five 
Peas  in  a  Pod"  {77)]  "A  Tiny  Ball  and  What  Came  of  It" 
(116  c);  "The  Farmer  and  the  Birds"  (60  c)  ;  "The  Story 
of  a  Water  Drop"  (60  c)  ;  "The  Flowers  and  the  Fairies" 
(70  c)  ;  "Talking  in  Their  Sleep"  (54  d)  ;  "Baby  Seed  Song" 
(54  d);  "Waiting  to  Grow"  (54  d)  :  "The  Little  Seed" 
(116  c)  ;  "How  Buttercups  Came"  (71  c)  ;  "The  Wake-Up 
Story"  (71  c)  ;  "The  City  Mouse  and  the  Country  Mouse" 
(134) ;    "The  Little  Red  Hen"  (88  b). 

Primitive  Life  Stories — Selections  relating  to  foods,  from 
Dopp's  The  Tree  Dwellers,  The  Early  Cavemen,  The  Later 
Cavemen,  and  from  Robinson  Crusoe. 

Arithmetic — Measuring  and  marking  off  the  rows  in  the 
garden.  Measuring  with  yard  sticks  and  foot  rules  for  plant- 
ing. Measuring  for  flower-beds  and  walks.  Measuring  for 
seed  envelopes.  In  harvesting  garden  produce,  study  of 
U.  S.  money,  pint,  quart,  peck,  pound,  ^,  ^,  Y^,  ^.  Count- 
ing and  drill  in  addition  growang  out  of  lessons  in  measuring. 
Problems  following  gathering  and  selling  of  produce. 

Music— ''Tht  Bumblebee"  (19) ;  "Mr.  Wind  and  Madame 
Rain"  (40  a);  "The  Toad's  Mistake"  (3);  "Little  O'Dear," 
found  in  Eugene  Field's  Song  Book;  "Daffodil"  (39  a); 
"The  Butterfly"  (3);    "The  Song  of  the  Rain"  (15). 

Games — Rhythmic  exercises  imitating  garden  activities. 
"Garden  Game"  (25  a)  ;   "The  Scamp  and  the  Garden"  (46). 

Reading — Stories  relating  to  gardens  and  gardening 
selected  from  grade  texts,  read  by  class. 


Grade  II  49 


Writing — Sentences  and  words  about  the  work  in  the 
garden  as  needed  in  written  accounts. 

House  Building 

Industrial  Work — Building  doll  house :  excursions  to  see 
different  houses  in  town ;  collecting  wooden  boxes ;  arrang- 
ing boxes  for  house ;  excursions  to  Normal  School  workshop 
to  see  sawing,  planing,  etc. ;  windows  and  doors  measured  and 
sawed  out ;  window  and  door  frames  measured  and  sawed 
and  sandpapered ;  weatherboarding  represented  by  manila 
tag  cut  and  nailed  on  house ;  roof  planned,  made,  and  painted ; 
floors,  window  and  door  frames  stained  ;  use  of  hammer,  saw, 
brads,  nails,  ruler,  sandpaper. 

Construction  of  homes  of  Cave  Dwellers  in  sand  table. 
Construction  of  Robinson  Crusoe's  home  in  sand  table. 

The  work  of  the  carpenter,  the  mason,  the  lumberman. 
Interdependence  of  occupants  of  house  and  the  people  sur- 
rounding them. 

Comparison  of  primitive  man's  home  with  ours,  of  his  prob- 
lems in  getting  shelter  with  ours. 

Drazving — Drawing  plan  for  doll  house.  Mass  drawings 
of  children  at  work  on  house.  Drawing  of  house  after  com- 
pletion. 

Elementary  Science — Function  of  house  in  relation  to 
weather.  Heat,  light,  and  ventilation  considered  in  building 
house.  Importance  of  sleep,  rest,  sunshine,  light,  fresh  air. 
Importance  of  cleanliness  in  house,  of  body,  of  yard  around 
house.  Study  of  trees,  especially  the  pine,  in  connection  with 
wood  suitable  for  building  houses.  (The  pine  is  usually 
selected  by  children  because  it  is  so  tall  and  straight.) 

Language — Sentences  about  the  house  composed  and 
written.  Records  composed  and  written  about  the  excursions, 
building  the  house,  and  material  used.  Words  used  in  con- 
nection with  written  work  on  house  learned  in  spelling. 

Primitive  Life  Stories — Parallel  with  the  study  of  our 
homes,  the  homes  of  primitive  people  are  studied,  the  Dopp 
readers.  The  Tree  Dzvellers,  The  Early  Cave  Men,  The  Later 
Cave  Men,  being  used  as  a  basis.  The  Tree  Dwellers'  homes, 
the  Cave  Men's  homes,  how  they  got  them  and  how  they  were 
protected ;  also  the  story  of  how  Robinson  Crusoe  made  his 
home.     Parts  of  the  stories  of  the  Tree  Dw^ellers,  the  Cave 


50  Formulation  by  Grades 

Men,  and  Robinson  Crusoe  are  dramatized,  and  there  is  much 
free,  oral  discussion  throughout  the  work. 

Other  Stories  Told  the  Children — ''Joseph,  the  Carpenter," 
from  the  Bible;  'The  Fisherman  and  His  Wife"  (71  c,  112)  ; 
'The  Play  House"  (116  c)  ;  "Making  a  House"  (88  c)  ; 
'The  Secret  of  Fire"  (63);  "At  the  Little  Boy's  Home" 
(74  c)  ;  'The  Magpie's  Lesson"  (71  c,  54  c)  ;  "How  the  Oak 
Tree  Became  King"  (70  c),  and  the  poem  "The  Tree"  (58). 

Arithmetic — Measuring  for  doors,  windows,  door  and 
window  frames.  Measurements  for  doll  house  plan.  Count- 
ing and  drill  in  addition  following  measurements.  Problems 
involving  measurements. 

Mw^/c— "The  Carpenter"  (8);    "The  Carpenter"  (22). 

Games — Rhythmic  exercises  imitating  plane  and  saw. 

Reading — Selections  from  The  Tree  Dn^ellers,  The  Early 
Cave  Men,  and  The  Later  Cave  Men,  by  Dopp.  Stories  from 
class  text-books  read. 

Writing — Sentences  and  words  about  the  work  connected 
with  building  the  house. 

House  Furnishing 

Industrial  Work — Excursions  to  furniture  stores.  Plan- 
ning and  making,  from  pieces  already  sawed,  wooden  furni- 
ture, such  as  tables,  chairs,  bookcases,  window  seats,  beds, 
dressers,  washstands,  sideboard,  stove,  and  odd  pieces  that 
individual  children  plan  and  make  independently.  Use  of 
hammer,  ruler,  brads,  sandpaper.  Modeling  dishes  for 
dining-room,  vases  for  tables,  utensils  for  kitchen,  and  bath- 
room fixtures,  making  carboard  looms.  Weaving  rugs,  cut- 
ting out  and  fringing  scarfs,  napkins,  table  covers,  and  bed 
spreads.  Making  mattresses,  pillows,  pillow  slips,  sheets, 
window  curtains,  dust  cloths,  towels.  Learning  to  pull 
threads,  to  knot  thread,  to  thread  needle,  to  baste,  to  make  the 
running  stitch,  the  overcasting  stitch.  Papering  house.  Stain- 
ing furniture.  Selecting  and  cutting  out  pictures  for  house. 
Framing  these  pictures  with  construction  paper.  Hanging 
pictures,  arranging  furniture  in  house.  Crude  construction  of 
primitive  tools,  utensils,  and  weapons.  Crude  construction  of 
Robinson  Crusoe's  tools  and  utensils.  Comparison  of  primi- 
tive man's  problems  in  getting  clothing,  tools,  utensils,  and 
implements  w^ith  ours. 


Grade  II  51 


Drawing — Designs  for  wall  paper  borders ;  washes  for  wall 
paper ;  designs  for  rugs,  choice  and  matching  of  colors  in  all 
designs ;  designs  for  linoleum  for  kitchen,  pantry,  and  bath- 
room. Curtains  stenciled  by  means  of  stick  printing.  The 
children  receive  very  little  help  in  making  these  designs.  Mass 
drawings  of  children  at  work  on  furniture. 

Elementary  Science — Study  of  trees  in  connection  wnth 
wood  for  furniture.  Recognition  of  cotton,  silk,  wool.  Im- 
portance of  cleanliness  with  furniture,  utensils,  etc.,  in  the 
home. 

Language — Conversation  lessons  on  weaving  rugs,  making 
curtains,  etc. ;  on  modeling  dishes,  etc. ;  on  making  wall  paper 
borders;  on  making  furniture.  Records  written  about  mak- 
ing furniture,  staining  furniture,  weaving  rugs,  sewing, 
arranging  furniture,  etc.     Words  selected  for  spelling. 

Primitive  Life  Stories — Stories  from  The  Tree  Dwellers, 
The  Early  Cave  Men,  and  The  Later  Cave  Men,  about  how 
the  primitive  people  made  furniture,  tools,  utensils,  or  how 
they  learned  to  weave.  Dramatization  of  parts  of  these 
stories.  Story  of  how  Robinson  Crusoe  furnished  his  home 
and  made  tools  and  cooking  utensils.  The  whole  emphasis 
is  laid  upon  how  these  people  kept  what  they  had,  learned  new 
things,  progressed  in  civilization,  and  helped  us.  Primitive 
conveniences  discussed  and  compared  with  qurs. 

Arithmetic — Measurements  involved  in  making  furniture, 
in  making  designs,  in  cutting  out  scarfs,  etc.  Drill  on 
processes  needed  to  accomplish  these  measurements.  Prob- 
lems growing  out  of  measurements  and  cost. 

Music — "The  Carpenter"   (58)  re-used. 

Games — Rhythmic  exercises  imitating  hammering,  weav- 
ing, etc.,  ''Tailor's  Dance"  (47). 

Reading — Selections  from  The  Tree  Dwellers,  The  Early 
Cave  Men,  and  The  Later  Cave  Men,  by  Dopp,  on  how  primi- 
tive man  made  his  utensils,  etc.  Stories  selected  from  texts  in 
class. 

Writing — Sentences  and  words  about  the  work  on  the 
furniture,  the  sewing,  the  weaving,  the  modeling. 


52  Formulation  by  Grades 

SPECIAL  DAYS 

Hallowe'en 

Langtiage — Conversation  lessons  on  things  we  do  on 
Hallowe'en  and  things  we  may  do  this  Hallowe'en.  Retelling 
Hallowe'en  stories.  Writing  sentences  about  what  to  do  on 
Hallowe'en. 

Literature — ''The  Hallowe'en  Elf,"  in  The  Halihurton 
Second  Reader,  "The  Fairy  Shoemaker,"  in  Elson  Primary 
Readers,  Book  H. 

Play — A  party  is  given  in  the  classroom  for  the  children's 
enjoyment.  The  room  is  darkened,  lanterns  are  lighted,  and 
games  are  played,  such  as  ''Bobbing  for  Apples"  and  "The 
Brownie  Game." 

Industrial  Work  and  Drawing — Lanterns  made  and  faces 
drawn  and  pasted  in  to  develop  idea  of  form  and  proportion. 
Brownies  cut  to  make  border  for  room  to  increase  interest  in 
the  occasion. 

MimV— "Jack-o'-lantern"  (17),  "The  Brownies"  (19), 
"The  Pop-corn  People"  (19),  to  increase  the  merriment  of 
the  hour. 

Thanksgiving 

Language — Conversation  lessons  on  how  to  show  our 
thankfulness,  and  on  how  other  people  have  shown  their 
thankfulness,  to  afford  opportunity  for  free  expression  of 
ideas.  Selected  stories  retold  by  the  children  to  develop  oral 
expression.     Words  selected  for  spelling. 

hidiistrial  Work  and  Drawing — Modelling  fruits  and  vege- 
tables to  develop  idea  of  form.  Illustration  by  paper  cutting 
of  "Over  the  River  and  through  the  Wood"  for  blackboard 
picture  and  story  selected  from  "Hiawatha  Primer"  and 
worked  out  on  sand  table.  Both  for  better  appreciation  of 
subject  matter.  Drawing  in  colors  of  apples  and  pumpkins 
to  develop  sense  of  color.  Cutting  out  and  coloring  turkeys 
for  blackboard  border. 

Literature  and  Reading — "Over  the  River  and  through 
the  Wood,"  and  "We  Thank  Thee,"  by  Emerson,  memorized 
for  enjoyment.  Psalm  LXV,  11-13,  memorized  to  increase 
appreciation  for  the  spirit  of  thanksgiving.  The  following 
Thanksgiving  stories  read  to  the  class  for  enjoyment:    "How 


Grade  II  53 


Patty  Gave  Thanks,"  found  in  In  the  Child's  World, 
'Thanksgiving  Stories,"  found  in  For  the  Children's  Hour, 
'The  Doll's  Thanksgiving,"  in  Elson  Primary  Readers, 
Book  II,  'Teddy  and  Tommy,"  in  For  the  Children's  Hour. 
Stories  pertaining  to  the  season  of  Thanksgiving  selected 
from  supplementary  readers  and  read  by  individual  children 
to  class  to  increase  interest  in  reading  and  to  give  practice  in 
clear  enunciation  and  good  pronunciation. 

Music — 'The  Squirrels'  Thanksgiving"  (40  b),  'Thanks- 
giving Song";  "Children's  Litany"  (24),  re-used  to  afford 
pleasure  to  the  children  and  to  develop  good  tone  quality. 

Arithmetic — Oral  problems  about  fruits  and  vegetables  to 
give  practice  in  addition. 

Writing — Words  and  sentences  about  what  we  have  for  our 
Thanksgiving  dinner,  to  give  practice  in  writing. 

Games — "Oats,  Peas,  Beans,  and  Barley  Grow"  (46  or 
25);  and  Bancroft's  "Hunting  Game"  (46)  for  social  pleas- 
ure and  physical  activity. 

Nature  Study — Uses  of  pine,  holly,  and  fir  trees  at  Christ- 
mas;  their  characteristics. 

*Christmas 

Language — Conversation  lessons  on  the  spirit  of  Christmas 
to  give  opportunity  for  free  oral  expression.  Writing  invi- 
tation to  Christmas  exercises  to  develop  clear  expression. 
Field's  "Why  Do  Bells  on  Christmas  Ring?"  copied  to  keep 
in  language  books.  Writing  stories  about  Christmas  pictures. 
Letter  to  Santa  Claus.  Words  connected  with  Christmas 
taught  in  spelling. 

Bible — Luke  II,  8-14,  memorized.  Bible  stories:  The 
Birth  of  Christ,  The  Visit  of  the  Shepherds,  The  Manger  of 
Bethlehem. 

Literature — Moore's  "A  Visit  from  St.  Nicholas,"  memo- 
rized for  enjoyment.  "The  First  Christmas,"  in  Three  Years 
with    the   Poets;     "Mr.    Santa    Claus,"    and    "Christmas    at 


*A  typical  Christmas  program,  that  embodies  much  good  school  work 
and  affords  an  excellent  expression  of  the  true  Christmas  spirit,  may 
be  found  in  the  Virginia  Journal  of  Education,  November,  1912.  This 
program  is  a  play,  entitled  "Santa's  Visit  to  Favorite  Children,"  worked 
out  by  the  Second  Grade  of  the  Training  School,  Miss  Elizabeth  Falls, 
Supervisor,  Farmville,  Virginia. 


54  Formulation  by  Grades 

Hollywood,"  in  Fifty  Good  Stories  for  Children;  ''The 
Christmas  Bells,"  and  the  "Silver  Cones,"  found  in  The  Hali- 
hurton  Second  Reader;  "Dressing  the  Christmas  Tree."  in 
Lights  to  Literature,  Book  11. 

Industrial  Work  and  Drawing — Christmas  gifts,  pin  rolls 
and  calendars  are  made  to  give  to  parents,  Santa  Clauses  car- 
rying sacks  of  candy  for  first-grade  children,  decoration  bells 
made  to  dress  Christmas  tree  to  strengthen  the  spirit  of  giv- 
ing in  the  children.  "A  Visit  from  St.  Nicholas"  worked  out 
on  sand  table  to  clarify  ideas,  to  afford  pleasure  and  oppor- 
tunity for  physical  activity,  and  to  develop  the  creative  power 
in  the  child.  Snow  scenes  drawn  with  crayola  to  develop  sense 
of  color  and  idea  of  placing.  Free-hand  drawing  and  cutting 
of  reindeer  and  sleighs,  making  border  for  board.  Decora- 
tions on  invitations  to  send  to  parents  to  develop  rhythm  in 
use  of  units.  Children  draw  presents  they  would  like  to  get 
for  Christmas.  This  gives  opportunity  for  original  work  and 
free  expression  of  ideas.  Pictures  studied — Raphael, 
"Madonna  of  the  Chair" ;    Holbein,  "The  Meyer  Madonna." 

ilf?mc— "Santa  Claus"  (41  a),  "Christmas  Chimes"  (41  a), 
"Bethlehem  Stable"  (12),  "Christmas  Play"  (17),  "Santa 
Claus"  (1),  "The  First  Christmas"  (26),  to  develop  aesthetic 
appreciation,  rhythm,  and  good  tone  quality. 

Games — "Dance  Around  Tree,"  Hofer's  The  Christinas 
Wreath,"  to  afford  social  enjoyment  and  opportunity  for 
physical  activity,  also  to  develop  sense  of  rhythm. 

Arithmetic — The  children  are  given  25c  with  which  to  buy 
toys.  They  make  up  problems,  buy  and  sell  toys,  spending 
the  whole  amount  given  them.  This  continues  for  almost  a 
week,  and  is  followed  by  drill  in  addition  and  subtraction  as 
the  inverse  of  addition. 

Lee's  Birthday 

Literature — Stories  of  Lee's  boyhood  and  his  kindness  to 
his  mother  told  to  the  children  to  increase  their  appreciation 
of  his  greatness  of  character. 

Language — Stories  reproduced  by  the  children  for  oral  ex- 
pression. 

Valentine's  Day 

Language — Conversation  lesson  on  what  are  deeds  of  kind- 
ness and  on  what  a  valentine  should  express,  and  messages 


Grade  II  55 


selected  and  written  to  fix  habits  of  good  oral  and  written 
expression. 

Literature — "The  Story  of  Valentine,"  Plan  Book,  Feb- 
ruary ;  "How  Valentines  Are  Made" ;  "Five-Minute  Stories," 
to  give  enjoyment  to  class;  "A  Valentine,"  found  in  The 
Halibiirton  Second  Reader. 

Industrial  Work  and  Drawing — Valentines  are  made  to 
put  in  post-office  in  grade-room.  Postmaster  and  carriers  are 
selected  and  valentines  are  delivered  for  the  social  enjoyment 
of  the  children ;   "Mr.. Postman"  (20). 

Music — "Valentines"  (38  a)  ;  "A  Recipe  for  a  Valentine" 
(19),  learned  to  add  interest  to  the  day. 

Washington's  Birthday 

Literature — Stories  of  Washington's  bravery  as  a  boy  and 
as  a  soldier  for  ethical  value.  "A  Little  Lad  of  Long  Ago," 
in  Bailey  and  Lewis's  For  the  Children's  Hour. 

Language — Sentences  composed  and  copied  and  stories  re- 
told to  give  practice  in  good  oral  and  written  expression. 

M/mV— "Soldier  Song"  (40  a)  ;  "Salute  to  the  Flag"  (20), 
"The  Red  Drum"  (40  b),  to  develop  idea  of  patriotism  and 
sense  of  rhythm. 

Industrial  Work  and  Drazving — Badges  and  flags  made  and 
colored  to  increase  interest  in  the  day  and  to  develop  idea  of 
patriotism. 

Arithmetic — Measuring  involved  in  making  badges  and 
flags  to  secure  skill  in  using  the  rule. 

Games — Newton's  "King  of  France"  (45)  to  afford  oppor- 
tunity for  physical  activity  and  social  enjoyment. 

Easter 

Language — Class  discussions  about  the  return  of  birds,  the 
blooming  of  flowers,  the  budding  of  trees,  the  awakening  of 
all  nature  into  life,  held  each  day  during  the  week  preceding 
Easter  Sunday  for  better  appreciation  of  the  spirit  of  spring, 
the  return  of  life.  Reproduction  of  Easter  stories  to  give 
opportunity  for  clear  oral  expression.  Picture,  "The  Easter 
Eggs,"  studied  to  afford  opportunity  for  original  work. 

Literature— ''Th^  Lily,"  Plan  Book,  April;  "What  Was 
Her    Name?"    by   L.    E.    Richards,    found    in   Five   Minute 


56  Formulation  by  Grades 

Stories;  'The  Feast  of  Eggs,"  in  Summers's  Second  Reader; 
"The  Rabbit  and  the  Easter  Eggs,"  in  Summers  s  Second 
Reader,  and  ''The  Easter  Egg,"  in  Summers's  Second  Reader, 
read  to  class  for  aesthetic  appreciation. 

Music — ''Mother  Hen"  (39  a),  to  increase  interest  in  the 
day.     "At  Easter  Time"  (15),  for  aesthetic  appreciation. 

Industrial  Work  and  Drawing — Design  using  eggs,  chick- 
ens, and  rabbits  for  Easter  blackboard  border  to  develop  cre- 
ative power.  Easter  cards  to  send  to  friends  designed  to  give 
practice  in  use  of  units  and  encourage  creative,  original  work. 

THE  SEASONS 
Fall 

Nature  Study — Observation  of  changes  in  animal  life  as 
noted  in  first  grade.  Preparation  for  winter  as  noted  in  bulbs, 
seeds,  buds,  and  roots.  Gathering  of  autumn  leaves  and  not- 
ing different  colors,  time  of  turning,  etc.,  to  increase  the 
children's  love  of  nature.  Study  of  sycamore,  magnolia,  and 
poplar  trees.  The  children  note  the  characteristics  of  growth, 
fohage,  seeds,  etc.,  and  Hst  the  uses  of  these  trees.  Planting 
of  acorns  in  schoolroom  to  see  how  the  seed  unfolds  into  the 
plant.  Seed  chart  kept  for  identification  of  seeds.  Recog- 
nition of  wild  carrot  and  wild  aster. 

Drawing — Washes  made  in  autumn  colors,  and  from  these, 
leaves  cut  out  to  make  designs  for  language  booklets.  Paint- 
ing October  sunsets.  Drawing  of  leaves  illustrating  the  song 
"FalHng  Leaves." 

Industrial  Work — Booklets  made  to  hold  written  work. 
Booklets  made  to  preserve  the  leaves  gathered  and  others  that 
have  been  painted. 

Arithmetic — Measuring  in  making  language  booklets  to 
give  practice  in  the  use  of  the  ruler.  This  is  followed  by  drill 
in  measuring  height  of  members  of  class  and  objects  in  class- 
room. 

Language — Conversation  lessons  on  color  of  leaves,  fall 
fruits,  flowers,  and  other  signs  of  fall;  telling  summer  experi- 
ences, comparing  with  fall,  and  retelling  stories  (see  Litera- 
ture) to  develop  freedom  in  good  oral  expression.  Sentences 
about  September,  October,  November,  and  the  fall,  composed 
and  written,  and  story  of  picture  written  to  develop  originality 
in  thought  and  to  fix  correct  forms  in  written  expression. 


Grade  II  57 


Literature — Poems  studied  and  memorized :  ^'Leaves  at 
Play"  (51,  74  c)  ;  ''Getting  Ready  for  Winter,"  by  Mary 
Ellerton;  "Autumn  Fires"  (53,  70  c,  75  c)  ;  'The  Wind  and 
the  Leaves"  (50  c). 

Read  to  class  for  enjoyment:  "The  Fairies'  Shopping" 
(52  d);    "What  November  Brings"  (53). 

Stories  told  to  class  to  develop  appreciation  for  good  litera- 
ture:  "The  Kind  Old  Oak"  (49,  60  c,  71  c)  ;  "The  Anxious 
Leaf"  (50  c,  74  c)  ;   "Baby  Bud's  Winter  Clothes"  (49). 

Music — Songs  taught  to  develop  aesthetic  appreciation, 
rhythm,  and  good  tone  quality:  "The  Goldenrod"  (3)  ;  "The 
Song  of  the  Rain"  (15);  "November  Lullaby"  (MS.); 
"The  Squirrel"  (40  a) ;   "In  a  Hickory  Nut"  (3). 

Games  and  Folk  Dances — "The  Fox  and  the  Squirrel" 
(46) ;    "The  Wind,  the  Rain,  and  the  Trees"  (MS.). 

Reading — Stories  and  poems  selected  from  class  text-books. 

Winter 

Nature  Study — Observation  of,  followed  by  conversation 
lessons  on,  snow,  winter  rains,  and  ice,  to  find  out  the  effect 
on  land  and  the  value  of  the  above  to  plants  and  man.  Study 
of  snow  crystals  to  see  their  beauty.  The  winter  birds : 
chickadee,  downy  woodpecker,  and  tufted  titmouse  are 
studied.  An  effort  is  made  to  help  the  children  identify  these 
birds  by  their  plumage  and  song.  Observation  books  are  kept 
for  writing  all  that  the  children  find  out  about  these  birds 
through  independent  observation. 

Drazving — Pictures  of  sleds  and  "the  snow  man"  drawn, 
also  pictures  of  different  winter  games,  using  "little  men  of 
action"  in  positions  such  as  skating,  sHding,  etc.,  to  develop 
a  readiness  to  illustrate  ideas. 

Industrial  Work — Cloth  is  chosen  to  make  winter  clothes 
for  dolls.  Caps  and  capes  are  cut  out  and  made,  the  running 
stitch  being  used. 

Arithmetic — Children  are  given  twenty-five  cents  in  toy 
money  with  which  to  buy  articles  from  toy  stores,  to  teach  the 
children  how  to  make  change.  The  Austrian  method  is  used. 
The  play  store  is  followed  by  drill  in  the  combinations,  involv- 
ing addition  and  subtraction. 

Language — Conversation  lessons  on  winter  pleasures,  fol- 
lowed by  written  lessons,  to  give  practice  in  good  oral  and 
written  expression.     Conversational  lessons  on  snow  and  rain. 


58  Formulation  by  Grades 


Literature — Stories  told  to  class:  "J^ck  Frost  and  His 
Work"  (49)  ;   'The  Farmer  and  the  Chickadee." 

Stories  and  poems  studied  for  appreciation  and  pleasure: 
"Winter"  (55);  "Jack  Frost"  (54  d) ;  "What  the  Snow 
Birds  Said"  (56);  "The  Song  of  the  Chickadee"  (57,  Jan., 
1913);  "Little  Ships  in  the  Air"  (56);  "The  Twelve 
Months"  (50  c,  70  c) ;   "The  North  Wind  at  Play"  (49). 

Mi?/x/c— "Jack  Frost"  (3);  "Snow  Flakes"  (3);  "The 
Snow  Bird  and  the  Snow  Man"  (39  c). 

Games — Used  to  afford  opportunity  for  physical  activity 
and  social  enjoyment :  "Rabbit  in  the  Hollow,"  "Bird 
Catcher,"  "Water  Sprite,"  "Bear  in  the  Pit,"  all  from  (46 j. 

Reading— Stovits  and  poems  selected  from  class  text-books. 

Spring 

Nature  Study — Germination  of  peas,  beans,  and  corn 
studied  through  observation  in  classroom.  Observation  of 
the  budding  of  trees,  and  of  trees  as  protectors  of  the  soil,  as 
protectors  from  sun  and  rain,  and  as  objects  of  beauty. 
Spring  birds,  the  cardinal  and  the  mocking  bird  identified  by 
plumage  and  song.  Wild  flowers :  anemone,  surpine,  bluet, 
wild  sassafras,  and  primrose  gathered  and  pressed.  In  all 
of  this  an  effort  is  made  to  increase  the  children's  interest  in 
things  around  them. 

Drawing  and  Industrial  Work — Drawing  of  buttercups 
from  nature.  Designs,  using  buttercups,  made  and  pasted  on 
nature-study  booklets. 

Language — Conversation  lessons  on  signs  of  spring,  and 
story  of  "Persephone"  to  give  practice  in  good  oral  expres- 
sion. Invitation  to  May  Day  written.  Records  of  observa- 
tions written  in  nature-study  booklets  to  afford  opportunity 
for  independent  seat  work. 

Literature — Re-used  from  Grade  I:  "The  Wind"  (53, 
54  c).  Memorized:  "What  Does  Little  Birdie  Say?"  (59  b, 
72  c).  Studied  to  increase  aesthetic  appreciation:  "March" 
(73  c);  "Spring"  (58);  "Spring  Heralded"  (54  d)  ; 
"Ulysses  and  the  Bag  of  Winds"  (61  c,  88  c)  ;  "Who  Stole 
the  Bird's  Nest?"  (56)  ;   "Bird  Thoughts"  (70  c). 

Music — "All  the  Birds  Have  Come  Again"  (15)  ;  "Dande- 
lion" (15);  "The  Bird's  Nest"  (19);  "Who  Am  I?", 
"Little  Bird,"  "The  Robin  and  the  Chicken,"  Melodic  First 


Grade  II  59 


Reader;  "The  Wind"  (38  b)  ;  'Tussv  Willows"  (41  a); 
"Pussy  Willow"  (15). 

Games — "The  Wind  and  the  Flowers"  (MS.);  ''Corner 
Spry"  (46)  ;  'Tn  the  Spring"  (25  a)  ;  ''Dance  of  Greeting'* 
(47)  ;  "Danish  Dance  of  Greeting"  (47)  ;  "Bird  Game'' 
(MS.). 

Reading — Stories  and  poems  selected  from  class  text-books. 

STORY  LIFE 

Literature — The  stories,  poems,  and  songs  listed  below  have 
been  selected  from  dififerent  types  of  literature  to  develop  the 
many  sides  of  child  life.  Some  are  given  to  help  develop 
right  ideals,  a  sense  of  humor,  or  the  imagination;  others  are 
mainly  for  an  appreciation  of  good  literature  and  a  love  of 
the  beautiful. 

Stories — The  Bible  stories  of  Moses,  Jacob,  and  Joseph ; 
"The  Fox  and  the  Crow,"  "The  Wolf  and  the  Crane,"  "The 
Fox  and  the  Stork,"  "The  Tortoise  and  the  Hare,"  "The  Flies 
and  the  Pot  of  Honey,"  all  from  (134)  ;  "The  Ant  and  the 
Grasshopper"  (74  c)  ;  "The  Dog  in  the  Manger"  (71  c) ; 
"The  Stone  in  the  Road"  (116  c)  ;  "Hercules  and  the  Lazy 
Man"  (127)  ;  "The  Dog  and  His  Image"  (127)  ;  "The  Goose 
and  the  Golden  Eggs"  (77,  134);  "The  Rainbow  Bridge'^ 
(74  c,  128);  "The  Prince  and  the  Spider"  (116  c)  ;  "The 
Magic  Hammer"  (70  c)  ;  "Puss  in  Boots"  (134);  "Boots 
and  His  Brothers"  (59,  133);  "Princess  on  a  Glass  Hill'' 
(133)  ;  "Tom  Thumb"  (134,  77)  ;  "The  Fairy  Shoemaker" 
(71  c);  "The  Brownie's  Bell"  (70  c)  ;  "Cinderella"  (134); 
"Jack  and  the  Bean  Stalk"  (134)  ;  "The  Golden  Bird"  (134)  ; 
"Snow  White  and  the  Seven  Little  Dwarfs"  (59  c)  ;  "The 
Queen  Bee"  (77)  ;  "Hans  in  Luck"  (71  c)  ;  "Diamonds  and 
Toads"  (116  b)  ;  "Mufflon"  (80)  ;  "Prince  Darling"  (116  b)  ; 
"WilHam  Tell"  (61  c)  ;  "The  Road  to  the  Loving  Heart" 
(60  c)  ;  "The  Boy  and  His  Cap"  (71  c)  ;  "Appleseed  John"^ 
(70  c)  ;  "MowgH's  Brothers"  (130)  ;  "The  Cat  that  Walked 
by  Himself"  (130);  "Epaminondas  and  His  Auntie"  (100, 
88  c)  ;  "The  Story  that  Had  No  End"  (54  d)  ;  "The  Vowels" 
(61  c)  ;  "The  First  Umbrella"  (71  c)  ;  "Prometheus"  (129)  ; 
"Star  Dollars"  (93);  "Stories  from  Uncle  Remus";  The 
Circus  Book,  by  Laura  R.  Smith. 


60  Formulation  by  Grades 


Po^m^— "Seven  Times  One"  (74  c);  "They  Didn't  Think" 
(56);  "The  Squirrel's  Arithmetic"  (56).  The  following 
from  (53):  "Where  Go  the  Boats?"  "Bed  in  Summer," 
"Windy  Nights,"  "The  Land  of  Counterpane,"  "Tl>e  Lamp- 
lighter," "My  Bed  Is  a  Boat,"  "Farewell  to  the  Farm,"  "The 
Land  of  Story  Books,"  "Fairy  Land,"  "Young  Night 
Thoughts,"  "Foreign  Children,"  "Foreign  Lands." 

Music— "Tht  Cat"  (39  a);  "Fairy  Folk"  (145  a);  "The 
Fairies"  ;  "Fairy  Jewels"  (38  a) ;  "The  Fairy  Ring"  (38  a) ; 
"The  Giants"  (19);  "The  Little  Elf"  (146  a);  "School 
Time";  "The  Train"  (3);  "The  Zoo"  (3);  "The  Owl" 
(19)  ;  "The  Rock-a-bve  Ladv"  (143)  ;  "Bring  the  Comb  and 
Play  Upon  It"  (40  a). 

Language — Poems  memorized,  such  as  "The  Land  of  Story 
Books,"  and  "Where  Go  the  Boats?",  simple  stories  of  Robert 
Louis  Stevenson's  life  told  the  children  and,  in  the  spring,  a 
Stevenson  program  is  given.  Stories  reproduced,  such  as 
"The  Tortoise  and  the  Hare,"  "The  Ant  and  the  Grass- 
hopper," "Cinderella,"  "Snow  White  and  the  Seven  Little 
Dwarfs."  Stories  dramatized,  such  as  "Tom  Thumb,"  "The 
Fairy  Shoemaker,"  "The  Lamplighter." 

Reading — Stories  and  poems  read  by  pupils  from  class 
texts,  such  as  "Little  Boy  Blue,"  "Ba,  Ba,  Black  Sheep," 
"Little  Bo-Peep,"  "Hush-a-bye  Baby,"  "Hickorv,  Dickorv, 
Dock,"  "Hi,  Diddle,  Diddle,"  "Mistress  Mary's  Garden/' 
and  other  Mother  Goose  rhymes  all  from  (88  b,  59  b,  and 
61  b);  "The  Three  Bears,"  "The  Little  Red  Hen,"  "The 
Old  Woman  and  the  Pig,"  "The  Three  Billy  Goats,"  "The 
Months,"  "Titty  Mouse  and  Tatty  Mouse,"  "The  Little  Boy's 
Good  Night,"  all  from  (61  b)  ;  "The  Dog  and  His  Shadow," 
"The  Hare  and  the  Tortoise,"  "The  Lion  and  the  Mouse," 
and  other  fables  found  in  (59  c,  61  c,  88  c,  60  b,  75  c,  97 
Bk.  II);  "The  Wolf  and  the  Seven  Kids,"  "King  Midas," 
"The  Little  Pine  Tree,"  "One  Eye,  Two  Eyes,  and  Three 
Eyes,"  "Why  the  Sea  Is  Salt,"  "Lady  Moon,"  and  others 
from  (61  c);  "The  Flying  Ship,"  "The  Sister  of  the  Sun," 
"Sleeping  Beauty,"  "Peter  Pan,"  "The  Lambkins,"  "Boats 
Sail  on  the  Rivers,"  "Fairy  Land,"  "My  Shadow,"  and  others 
in  (59  c)  ;  "Jack  and  the  Bean  Stalk,"  "General  Blackbird," 
"The  Burial  of  Poor  Cock  Robin,"  "The  Go-to-Sleep  Story," 
"The  Wake-Up  Story,"  "Mr.  Elephant  and  Mr.  Frog,"  and 
others  found  in  (75  c)  :  "The  Gingerbread  Boy,"  "The  City 


Grade  II  61 


Mouse  and  the  Country  Mouse,"  ''The  Three  Little  Pigs," 
'The  New  Moon,"  and  others  found  in  (60  b)  ;  "The  Great 
White  Stove,"  "The  Six  Little  Sea  Maids,"  "Thumbhng," 
"The  Calico's  Story,"  "The  Nixie's  Music,"  "The  Little  Maid 
of  the  Light  House,"  and  other  stories  found  in  (60  c)  ; 
"Johnny  Cake,"  "Little  Red  Riding  Hood,"  "The  Three 
Wishes,"  "Chicken  Little,"  "The  Cat  and  His  Servant,"  and 
others  found  in  (97  Bk.  II)  ;  "A  Dozen  Toilers,"  "The  Cat 
That  Waited,"  and  others  in  (88  b)  ;  "The  Brown  Thrush," 
"Why  the  Bear  Sleeps  All  Winter,"  "The  Candy  Lion,"  "My 
Fairy,"  "A  Japanese  Fairy  Tale,"  "The  Lantern  and  the 
Fan,"  "Please,"  "The  Little  Jackal  and  the  Alligator,"  and 
others  from  (88  c)  ;  "The  Doll's  Party,"  "The  Bad  Pig," 
"Simon  Goes  Fishing,"  and  others  from  Cyr's  Dramatic  First 
Reader. 

[Note. — Many  of  the  stories  told  to  the  children  in  kindergarten  and 
first  grade  are  read  by  the  children  in  the  second  grade.  Many  of  the 
stories  told  to  the  children  in  the  A  term  are  read  by  the  children  in  the 
B  term.] 

Industrial  Work  and  Drawing — Work  on  the  sand  table, 
paper  cutting,  and  drawing  often  make  ideas  clearer,  develop 
the  imagination  and  originality.  These  aids  are  utilized  in 
connection  with  the  study  of  stories  and  poems,  such  as 
"Princess  on  a  Glass  Hill,"  "Where  Go  the  Boats?"  "Fare- 
well to  the  Farm,"  selections  from  "The  Circus  Book." 
Pictures  studied :  Murillo's  "The  Melon  Eaters,"  Hoecker's 
"Girl  with  the  Cat,"  Millefs  "Feeding  the  Hens,"  Landseer's 
"The  Lion,"  "Dogs." 

PLAY 

Physical  Education — Games  and  folk  dances  for  enjoyment 
and  the  full  development  of  the  child.  (Except  as  noted,  these 
games  are  found  in  (46)  :  "The  Cat  and  the  Rat,"  "Hill 
Dill,"  "Shoemaker's  Dance"  (47),  "Three  Deep,"  "Slap 
Jack,"  "The  Squirrel  and  the  Nut,"  "London  Bridge,"  "The 
Fox  and  the  Hunter,"  "Follow  the  Leader,"  "The  Hare  and 
the  Hound,"  "Hunt  the  Fox,"  "Have  You  Seen  My  Sheep?" 
"Last  Man  Out,"  "Prisoner's  Base,"  "Who  Goes  Round  My 
Stone  Wall?"  "Thief  and  Thief  Now  Shall  Be  Your  Name" 
(48);  "The  Rabbit  and  the  Squirrel,"  "Let  the  Feet  Go 
Tramp,"  "Stealing  Steps,"  "I  Had  a  Little  Pony"  (45),  "The 
Hunting  Game,"  "Clap!  Stand!"  "The  Black  Man,"  "Chang- 


62  Formulation  by  Grades 

ing  Seats,"  'Trince  Tiptoe"  (48),  "See-Saw  Game"  (MS.), 
"I  Say  Stoop,"  "The  Swing"  (45),  "Ring  Dance"  (45), 
^'Nuts  in  May." 

Language — Games  played  to  fix  habits  of  good  usage  in 
EngHsh.  Games  played  are  such  as  "I  Haven't  Any,"  "I  Did 
It,"  found  in  King's  Language  Games.  Dramatization  of 
stories  ;    spelling-bees  ;    spelling-matches. 

Arithmetic — Many  games  are  played  to  fix  the  forty-five 
combinations  in  addition,  and  to  aid  in  counting  rapidly. 
Games  played  are  such  as  bouncing  ball,  bean  bag,  board 
games. 

Music — Games  for  ear  training,  call  games,  etc. 

Reading — Stories  read  in  conversation  form  or  dramatized, 
such  as  "The  Little  Red  Hen,"  "The  Four  Musicians." 

SCHOOL  NEEDS 

Industrial  Work — Making  booklets  for  spelling,  language, 
drawing.  Making  free-hand  cuttings  for  blackboard  borders. 
Keeping  ivy  plat  clean,  well  worked,  and  watered.  Making 
envelopes  for  report  cards.  Making  tags  for  hooks  in  cloak 
rooms.  Helping  to  keep  classrooms  clean.  Keeping  flowers 
in  classrooms.     Attending  to  flowers  growing  in  classrooms. 

Draiving — Making  designs  for  booklets.  Making  black- 
board borders. 

Arithmetic — Measurements  involved  in  making  booklets 
and  tags.  Measurements  between  units  in  blackboard  borders. 
Measuring  heights  of  children  in  grade.  Keeping  scores  in 
games.  Measuring  sticks  marked  off  for  garden  use.  Drill 
needed  to  make  these  measurements. 

Note. — Under  this  center  of  interest  may  also  be  noted  the  drill  on 
certain  letter  forms  to  increase  speed  in  handwriting  and  to  aid  in 
legibility;  also  the  drill  needed  to  master  counting  and  addition  com- 
binations required  in  second  grade,  and  the  practice  in  phonics  and 
spelling.  All  of  this  drill  grows  out  of  needs  that  arise  from  work  in 
other  Centers  of  Interest. 

GRADE  III 

DISTINCTIVE  CHARACTERISTICS  AND  THE 
CENTERS  OF  INTEREST 

In  general,  all  of  the  characteristics  listed  for  the  primary 
group  are  common  to  the  children  of  the  third  grade  and  are 


Grade  III  '63 


considered  as  helpful  guides  in  the  selection  of  subject  matter. 
Curiosity,  motor  activity,  imagination,  imitation,  and  con- 
structiveness,  however,  seem  to  stand  out  most  clearly.  These 
are  the  foundation  for  the  interest  in  the  centers  around  which 
the  work  of  this  grade  is  organized.  The  distinctive  centers 
of  interest  for  this  grade  are :  Sources  of  Our  Food  and  Our 
Clothing. 

Besides  increasing  skill  in  the  control  of  the  tools  of  learn- 
ing, the  two  main  aims  of  this  grade  are  to  strengthen  the 
desirable  dominant  instincts  and  to  utilize  them  in  developing 
an  appreciation  for  the  common,  everyday  things  of  life. 
Through  contrast  and  comparison  of  present  and  primitive 
customs  the  children  begin  to  understand  and  appreciate  dis- 
tant and  imaginary  events.  The  actual  making  of  a  miniature 
farm  in  the  school  garden  and  the  construction  of  primitive 
tools  and  materials  give  an  opportunity  for  developing  and 
executing  plans  and  learning  the  habit  of  cooperation. 

The  following  are  the  centers  of  interest  for  Grade  III : 

I.     Sources  of  Our  Food. 
1.  Farming. 

Harvesting. 
Milhnj 


Planting. 

2.  Other  Lands. 

II. 

Our  Clothing. 

Wool  (Sheep  raising). 

Cotton. 

III. 

Special  Days. 

IV. 

Seasons. 

V. 

Story  Life. 

VI. 

Play. 

/II. 

School  Needs. 

SUBJECT  MATTER  SELECTED  AND  ORGANIZED 
ACCORDING  TO  CENTERS  OF  INTEREST 

SOURCES  OF  OUR  FOOD 

Farming 

The  farm  and  garden  as  the  source  of  our  food  are  studied 
from  the  following  su1:)-centers :  Harvesting'^  (Milling)  ; 
Planting  (Fall  and  Spring). 

♦Harvesting  is  placed  first  here  because  the  school  work  of  this  grade 
begins  with  it. 


64     '  Formulation  by  Grades 


HARVESTING 

Industrial  Work — Report  of  committee  from  preceding 
Grade  III,  who  harvested  wheat  and  oats  during  the  sum- 
mer; harvesting,  by  class,  remainder  of  garden  crops  planted 
when  in  Grade  II ;  and  corn  crop  planted  by  previous  Grade 
III.  Marketing  salable  crops.  Experiments  in  primitive 
threshing.  Dry  and  stew  pumpkins ;  boil  carrots.  Make 
booklet  for  "Farm  Notes." 

History  and  Geography — (Taught  in  geography  time.) 
Through  pictures,  stories,  and  descriptions  make  a  compari- 
son of  present-day  methods  of  harvesting  and  threshing  with 
old-fashioned  and  primitive  modes.  Names  of  countries,  and 
general  geographical  concepts  of  the  life  of  typical  rural 
people  studied  in  the  reading  period. 

Literature — "A  Story  of  Harvest  Time"  (103),  or  *'The 
Story  of  Ruth"  (104)  read  to  class.  The  story  of  "Ceres 
and  Persephone"  (110,  109,  or  59  e)  told  to  children  and 
reproducecl  orally.  Whittier's  ''Corn  Song,"  verses  one 
through  seven  (56  or  101  b)  read  to  children  for  apprecia- 
tion. 

Reading — Stories  of  harvest  life,  from  Button's  In  Field 
and  Pasture,  read  by  the  class. 

Language — Telling  observations  and  experiences  con- 
nected with  harvesting,  threshing,  marketing,  and  cooking. 
Writing  records  and  class  stories  for  farm  notebook.  Formu- 
lation of  recipe  for  cooking  carrots  and  presented  as  a  gift 
to  mothers.  Spelling  words  related  to  harvesting,  cooking, 
etc. 

Arithmetic — Calculate  worth  of  grain. crop;  keep  a  record 
of  sales  of  vegetables;  learn  how  to  make  simple  bill  forms. 
Drill  in  inch,  half -inch,  and  quarter-inch  measurements  in 
construction  of  farm  notebook. 

Picture  Study  and  Drawing — From  farm  magazines  and 
The  Perry  Picture  Co.  [Maiden,  Mass.],  make  a  collection 
of  pictures  illustrating  harvesting  scenes.  Study  ''The 
Gleaners,"  by  Millet.  Draw  and  paint  carrots.  Design  cover 
for  farm  notebook,  and  for  recipe  gift. 

Music — Teach  the  following  rote  songs :  "Harvest  Home" 
(39  c)  ;    "Thanksgiving  Song,"  verses  one  and  two  (19). 


Grade  III  65 


Games — ''Russian  Haymaking  Dance"  (25  b).  The 
words  ''heel  and  toe,  and  heel  and  toe,  and  heel  and  toe,  and 
away  we  go"  (with  repeat)  have  been  substituted  for  the 
words  in  the  chorus. 

MILLING 

Excursion — Trip  to  roller  mill  to  see  how  the  "Pride  of 
Farmville"  flour  is  made. 

Industrial  Work — Experiments  in  primitive  methods  of 
making  hominy,  corn  meal,  and  wheat  flour.  Make  meal  and 
cook  corn  bread.    . 

History  and  Geography — (Taught  in  geography  time.) 
Stories  of  primitive  and  old-fashioned  methods  of  grinding; 
compare  with  improved  present-day  methods.  ''Story  of  a 
Loaf  of  Bread,"  from  Chamberlain's  Hoiv  We  Are  Fed, 
studied  by  class.  Make  a  picture  collection  of  great  wheat 
and  corn  fields  of  our  country.  The  teacher  draws  an  out- 
fine  map  of  the  United  States,  and  colors  the  sections  for 
corn  and  wheat  so  as  to  give  the  children  an  idea  of  what 
parts  of  our  country  contribute  to  the  world's  supply  of  these 
two  great  food  stuffs. 

Elementary  Science — Uses  of  wheat  and  corn.  Make  a 
collection  of  wheat  and  corn  preparations. 

Language — Telling  the  story  of  "What  I  Saw  at  the  Mill." 
Spelling  words  connected  with  various  milling  topics. 

Literature — "Psyche's  Tasks"  (109  or  110)  adapted  and 
told  to  class. 

Music — Teach  the  following  rote  songs :  "Song  of  the 
Miller"  (21). 

Game— '']o\\y  Is  the  Miller"  (25  a). 

PLANTING    (fall) 

Elementary  Science — Condition  of  school  garden  and  farm 
patches  after  spring  crops  are  off.  Best  place  for  sowing  fall 
grains :  kinds  of  soil ;  position  of  soil ;  preparation  of  the 
ground ;  what  fertilizers  to  use  and  how ;  use  of  plow  and 
harrow.  Selection  of  seeds;  testing;  comparing.  In  con- 
structing the  model  farm  home  a  study  is  made  of  the  loca- 
tion of  home  and  outbuildings  in  relation  to  drainage  and 
proper  sanitation. 


66  Formulation  by  Grades 

Industrial  Work  and  Gardening — Planting  and  caring  for 
miniature  farm  in  Grade  III  portion  of  school  garden.  Crops 
planted,  wheat  and  oats.  Vegetables  planted,  lettuce.  The 
lettuce  cold  frame  is  made  about  the  middle  of  October,  and 
plants  are  transplanted  the  last  of  December  and  the  first  of 
January.  Making  of  cover  for  plant  bed  and  for  lettuce  plot. 
Sand  table  representation  of  a  Model  Farm  Home.  Home 
and  surrounding  buildings  made  from  construction  paper; 
fences  for  barns  and  pastures  cut  from  construction  paper,  but 
in  imitation  of  the  modern-day  wire  fence;  garden  fence, 
latticed  splints;  walks  of  crushed  grav.el;  horses,  cows, 
sheep,  pigs,  chickens,  ducks,  etc.,  free-hand  cuttings  from 
cardboard ;  boxwood  hedges,  growing  flowers,  vegetables, 
and  tiny  tree  shoots  transplanted  to  damp  sand.  In  the  mak- 
ing of  this  home  children  work  out  individual  ideas  under  the 
guidance  of  the  teacher,  the  aim  being  the  making  of  a  home 
with  all  modern  improvements. 

Excursion — (Taken  before  construction  of  home  on  the 
sand  table.)  Visit  to  a  near-by  farm  to  observe  home,  build- 
ings, fields,  and  animals. 

Drazving — Painting  houses,  coloring  animals  and  fowls. 

Language — An  attempt  at  an  aesthetic  description  of  My 
Farm  Home.  Spelling  words  connected  with  farm  life. 
Writing  records  of  planting  and  of  growing  crops. 

Arithmetic — Get  idea  through  observation  of  how  much 
land  in  an  acre.  Measuring  in  laying  off  wheat,  oats,  and 
lettuce  plots,  and  in  construction  of  houses  and  fences  for 
sand  table. 

Games — "Oats,  Peas,  Beans,  and  Barley  Grow"  (25  a) ; 
''Sweedish  Harvest  Game"   (25  b). 

PLANTING    (spring) 

Industrial  Work  and  Gardening — Planting  spring  crop  of 
field  corn :  Preparing  ground ;  planting ;  hoeing ;  thinning. 
Making  primitive  farm  implements.  Representing  homes  of 
The  Cliff  Dwellers  and  The  Pueblos  in  connection  with  study 
of  primitive  agricultural  people,  their  mode  of  living  and 
farming. 

Elementary  Science — Observe  germination  and  growth  of 
corn.     Effect  of  drought,  cold,  frost,  and  snow. 


Grade  III  67 


History  and  Geography — (Taught  in  geography  time.) 
Stories  of  primitive  agricultural  people.  Early  Indian 
farmers  of  Southwestern  United  States ;  physiography  and 
climate  of  plateau  region  and  adaptation  of  its  early  people 
to  environment.  As  an  outgrowth  of  work  in  the  miniature 
farm,  the  children  are  led  to  a  general  survey  of  kinds  of 
crops  raised  in  Prince  Edward  County  and  in  Virginia.  An 
outline  map  of  Virginia  is  made  by  the  teacher  and  children 
make  a  product  map  by  pasting  on  pictures  illustrative  of  the 
crop  sections. 

Literature — Story  of  Lolami,  by  Bayliss,  adapted  and  told 
to  children. 

Reading — The  following  stories  are  read  by  the  children : 
"Legends  of  Indian  Corn"  (61  d)  ;  "Corn  Story"  (88  d) : 
"The  Farmer  and  the  Hill  Man"  (88  d)  ;  "The  Story  of 
White  Cloud,"  from  Button's  In  Field  and  Pasture. 

Language — Telling  imaginative  stories  of  primitive  life. 
Writing  a  class  story,  "How  to  Grow  Lettuce."  Spelling 
words  related  to  farm  life. 

Arithmetic — Measuring  in  laying  off  corn  rows  and  in 
dropping  corn.  Records  of  lettuce  sales  ;  estimation  of  value. 
[Continued  from  fall  term.] 

Picture  Study  and  Drawing — Study  "The  Sower,"  by  Mil- 
let.    Pose  drawings  of  children  raking  and  hoeing. 

Music — Teach  the  following  rote  songs:  "The  Farmer" 
(21);    "Clovers"  (24). 

Games — Review  of  games  listed  under  Fall  Planting. 

Other  Lands 

Geography — Through  the  children's  interest  in  the  question 
From  Where  Does  My  Food  Comef  they  are  led  to  discover 
that  many  foods  come  from  far-away  lands,  and  other  parts 
of  our  country  than  Virginia.  Chamberlain's  How  We  Are 
Fed  is  the  basis  for  organization  of  subject  matter.  This 
text  is  placed  in  the  hands  of  the  children  as  supplementary 
reading  following  the  class  discussions.  How  Bananas, 
Oranges,  Cocoanuts,  and  Dates  Grozu;  A  Cup  of  Tea,  of 
Coffee,  of  Cocoa;  Where  Sugar,  Salt,  Pepper,  and  Rice  Come 
From,  and  Hozv  Our  Meat  Is  Supplied,  are  the  chief  topics 
studied.     Climatic  conditions  and  how  the  people  live  in  the 


68 Formulation  by  Grades 

parts  of  the  world  where  these  foods  grow  are  a  part  of  the 
study. 

Language — Exercises  in  sentence  organization;  dictation, 
and  simple  written  stories  in  connection  with  the  study  of 
fruits.  Spelling  words  needed  in  the  writing  of  these  exer- 
cises. 

OUR  CLOTHING 

Wool  (Sheep  Raising) 

Industrial  Work — Examination  of  cloth  to  see  how  and  of 
what  made.  Study  wool :  Wash,  tease,  card,  and  spin.  In 
spinning  develop  use  of  spindle,  whorl,  and  distaff.  Develop 
and  construct  a  crude  loom  of  four  sticks  fastened  in  the 
form  of  a  rectangle.  Weave  doll  rugs.  Make  a  sample  chart 
showing  various  kinds  of  cloth.  Sand  table  representation  of 
a  shepherd  encampment.  Model  sheep  from  clay ;  build  a 
corral  of  stones;  make  tents  of  cardboard  or  of  cloth. 
Reference :    Chamberlain's  How  We  Are  Clothed. 

Excursion — To  see  sheep  grazing  and  sheep-shearing. 

Picture  Study  and  Drawing — Study  pictures  of  various 
people  spinning  by  hand.  Study  Lerolle's  ''The  Shepherd- 
ess" and  Mauve's  ''Spring."  Make  landscape  scene  of  shep- 
herd and  sheep.  Color  landscape  with  board  crayons ;  cut 
shepherd  and  sheep  from  paper  and  paste  on  picture.  Design 
rugs ;  two  colors ;   line  and  spot  patterns. 

Elementary  Science — Adaptation  of  sheep  to  the  needs  of 
man.     Make  a  chart  showing  various  uses  of  the  sheep. 

History  and  Geography — (Taught  in  the  geography 
period.)  Study  of  early  shepherd  life.  Abraham  as  a  type. 
Mode  of  living,  travel,  religion,  and  government.  Sheep 
ranching  in  the  West.  Conception  of  the  western  plains  and 
their  adaptation  to  sheep  raising.  Mode  of  grazing;  mode  of 
shearing,  and  shipping  wool.  See  'On  a  Sheep  Ranch"  in 
Chamberlain's  How  We  are  Clothed. 

Reading — Children  read  the  following  stories :  "The  Great 
Chief,"  and  "The  Shepherd  Boy  Who  Became  King,"  from 
(103) ;  "Narcissus,"  and  "The  Shepherd  Boy  and  the  Wolf," 
from  (61  d). 

Literature — An  interpretation  of  Knight's  The  Song  of 
Our  Syrian  Guest.  Memorize  the  Twenty-Third  Psalm. 
Memorize  the  following  poems :    "Clauds"   (51);    "The  Boy 


Grade  III  69 


and  the  Sheep"  (61  d).  Tell  the  story  of  "Arachne,  the 
Spinner"  (110). 

Language — Oral  reproduction  of  the  story  of  /'Arachne." 
Written  reproduction  of  the  story,  "The  Shepherd  Boy  and 
the  Wolf."  Written  records,  sentence  dictation,  telling  the 
story  of  ''How  Cloth  Is  Made."  Spelling  words  related  to 
various  topics  of  the  center  of  interest. 

Music — The  following  rote  song:  "A  Spinning  Song" 
(19). 

Game — "Weaving  Game"  (25  a). 

Cotton 

Industrial  Work — Plant  a  small  patch  of  cotton,  using  an 
early  variety  which  will  mature  before  frost.  Study  seeds, 
plant,  blossom,  and  boll  more  in  the  sense  of  intellectual 
curiosity.  The  crop  is  gathered  in  the  beginning  of  the  fall 
term  of  Grade  IV,  where  a  study  is  made  of  cotton  fibre  and 
cotton  manufactures. 

Literature — Tell  the  following  story:  "Polly  Flinder's 
Apron"  (52  d). 

SPECIAL  DAYS 
Hallowe'en 

Language — Conversation  lesson  recalling  to  children  the 
approaching  festival  and  securing  from  them  suggestions  for 
appropriate  room  decorations  to  be  used  at  their  party.  After 
the  party,  writing  letters  to  some  friend  or  relative  describing 
their  good  time  at  the  party.  This  furnishes  a  means  for 
giving  drill  in  correct  letter  forms  as  well  as  ease  and  free- 
dom of  expression  in  oral  language.  Spelling  words  con- 
nected with  writing  letters. 

Music — Rote  songs :  "Jack-o'-lantern  Pumpkin  Head" 
(17),  "I  Found  a  Yellow  Pumpkin"  (42). 

Literature — Poem,  "Ghost  Fairies,"  Sherman's  Little  Folk 
Lyrics,  memorized;  the  story  of  "Brownie  and  the  Cook," 
from  American  School  Readers,  No.  Ill,  or  Carroll  and 
Brooks  Readers,  No.  IV,  told  to  class  and  reproduced  orally. 
A  re-use  at  the  party  of  Grimm's  "The  Shoemaker  and  the 
Elves,"  and  a  telling  of  the  story  of  "Queen  Zixie  of  Ix,"  in 
St.  Nicholas,  beginning  November,  1904. 


70  Formulation  by  Grades 

Readings — The  following  stories  are  read  by  the  class: 
"The  Brownie  of  Blednock,"  "The  Fairy  Shoes,"  and  "The 
Brownies,"  from  The  Elson  Primary  Readers,  No.  III. 

Industrial  Work — The  cutting  of  Jack-o'-lanterns  from 
pumpkins.  Entire  freedom  and  originality  are  allowed  chil- 
dren. 

Party — The  schoolroom  is  lighted  by  the  Jack-o'-lanterns. 
Stories  are  told  by  teachers  and  children  of  good  brownies 
and  fairies.  Games  are  played,  such  as  "Blind  Man's  Buff," 
"Bobbing  for  Apples,"  and  making  "Shadow  Pictures." 
Games  may  be  found  in  Bancroft's  Games  for  the  Playground^ 
Home,  School,  and  the  Gymnasium,  and  in  Johnson's  Educa- 
tion by  Games.    For  list  of  stories,  see  Literature  and  Reading. 

Thanksgiving 

Language — Talks  about  why  Thanksgiving  is  observed  and 
how  we  may  show  our  thanksgiving.  The  copying  of  Thanks- 
giving poems  to  be  bound  into  a  booklet  for  practice  in  copy- 
ing poetry.  Study  of  words  connected  with  Thanksgiving 
work. 

Literature — Memorizing  two  or  more  of  the  following 
selections:  Psalm  LXV,  11-13,  "Thanksgiving  Joys," 
George's  Primary  Plan  Book;  "Thanksgiving,"  page  102, 
School  Year  Book,  No.  Ill;  Emerson's  "Father  in  Heaven, 
We  Thank  Thee" ;  Kate  D.  Wiggins's  story  of  "The  First 
Thanksgiving,"  told  to  the  children. 

Industrial  Work — The  story  of  "The  First  Thanksgiving" 
reproduced  on  the  sand  table.  Covers  made  for  the  Thanks- 
giving booklet,  giving  practice  in  measuring  and  skill  in  fold- 
ing and  cutting. 

Drawing — Designing  cover  for  booklet.  Suggestive  work; 
the  cutting  or  painting  of  fruits,  and  studying  out  a  border 
arrangement  or  a  fruit  that  may  be  used  as  a  central  deco- 
ration. 

Reading — The  story  of  "Little  Pumpkin's  Thanksgiving," 
from  Bison's  Primary  Readers,  read  by  the  class. 

Music — Teaching  the  following  rote  songs :  "We  Thank 
Thee"  (42),  "Pop-corn  Song"  (42),  "Patriotic  Hymn"  (24), 
"Thanksgiving"  (38  b). 

Games — "Harvest  Festival"  (45). 


Grade  III  71 


Christmas. 

Language — Conversation  with  children  allowing  them  to 
tell  what  Christmas  means  to  them  and  from  this  leading  up 
to  what  Christmas  should  mean  in  the  true  sense.  A  written 
reproduction  of  the  story  of  "The  Wise  Men"  to  be  bound  in 
the  Christmas  booklet.  Copying  of  poems  and  mottoes  for 
same  purpose.  Writing  original  letters  to  friends  telling 
"What  We  Did  in  School  at  Christmas"  and  "What  Santa 
Claus  Brought  Me."  Writing  invitations  to  parents  for 
Christmas  program.  Spelling  words  connected  with  gift- 
making,  written  work,  arithmetic,  and  songs. 

Literature — Nora  Smith's  "Christmas  Story"  and  Eugene 
Field's  poem,  "Why?"  re-used  from  previous  grades.  Sher- 
man's poems,  "Bells  of  Christmas,"  and  "A  Real  Santa 
Claus,"  from  Little  Folk  Lyrics,  are  memorized.  Stories  of 
the  Christ  Child  taken  from  Proudfoot's  Child's  Christ  Tales, 
read  to  the  children.  Bible  readings  of  the  Nativity.  Story 
of  the  Wise  Men  compiled  from  various  sources  and  adapted. 
References:  The  Bible;  Van  Dyke's  The  Other  Wise  Man; 
Ladies'  Home  Journal  for  December,  1910;  Wallace's  Ben 
Hur,  a  Tale  of  the  Christ. 

Art  and  Drawing — Study  of  pictures  of  madonnas  and  the 
Wise  Men;  tinting  designs  on  Christmas  cards  and  booklet 
cover  that  are  already  outlined ;  originating  on  squared  paper 
straight  line  stencil  designs  for  lamp  mats;  decorating  candy 
boxes,  using  the  holly  berry  and  straight  line  motif. 

Industrial  Work — Paper  cutting  illustration  of  the  story  of 
the  Wise  Men;  the  binding  of  written  work  into  booklet; 
making  lamp  mat  gift  from  linen,  stamping  in  the  stencil 
design  with  easy  dyes  and  outlining  with  chain  stitch ;  making 
calendars,  candy  boxes,  and  paper  files  for  gifts.  This  work 
gives  practice  in  measuring  and  skill  in  manipulation  of  tools 
and  materials. 

Geography — General  idea  of  Palestine  in  the  time  of  Christ 
and  now. 

Reading — Eugene  Field's  poem,  "A  Christmas  Wish"; 
Shennan's  poem,  "A  Real  Santa  Claus,"  and  the  stories, 
"Gretchen's  Christmas,"  "The  Fir  Tree,"  and  "The  Little 
Match  Seller,"  are  read  from  the  grade  readers,  Elson 
Primary  Readers,l>\o.  Ill,  Riverside  Readers,  and  Baker  and 
Carpenter's  Language  Readers,  No.  III. 


72  Formulation  by  Grades 

Arithmetic — The  setting  up  of  a  toy  shop  and  buying  and 
selHng  toys,  using  the  addition,  subtraction,  and  multiplication 
processes. 

Music — Teaching  the  following  rote  songs :  L.  H.  Red- 
ner's  ''O  Little  Town  of  Bethlehem,"  verses  one  and  two 
(43),  "Christmas  Carol"  (19),  "Christmas  Star"  (35), 
"Christmas  Secrets"  (20),  "A  Wonderful  Tree,"  verses  one 
three,  and  five  (15). 

Games  —  "Twining  the  Wreath"  (25  b),  "Christmas 
Wreath"  (25  a),  "Christmas  Festival"  (45). 

Lee's   and   Jackson's    Birthdays 

Language — Brief  talks  giving  in  story  form  such  accounts 
of  the  lives  of  these  two  great  heroes  as  the  children  can  un- 
derstand and  appreciate.  Simple  written  exercises  in  question 
and  answer  form  based  upon  the  above  stories. 

Music — The  following  rote  song  is  taught :  "The  Passing 
Soldiers"  (38  a). 

Game — "Soldier  Boys'  Drill"  (42).  Boys  are  dressed  in 
cambric  costumes  of  the  Confederate  gray  and  carry  Con- 
federate flags. 

St.  Valentine's  Day 

Literature — The  story  of  St.  Valentine  from  George's  Pri- 
mary Plan  Book,  told  to  the  children  and  reproduced.  "Big 
Brother's  Valentine,"  found  in  Bailey's  For  the  Children's 
Hour,  or  Carroll  and  Brooks  Readers,  No.  Ill,  read  to  class 
for  enjoyment. 

Language — The  copying  of  the  story  of  St.  Valentine  in 
letter  form  to  be  sent  as  a  valentine  to  the  children's  mothers. 
The  selection  and  copying  of  verses  for  valentines.  Study  of 
words  describing  pretty  valentines. 

Music — Teaching  the  following  rote  songs:  "Valentines" 
(20),  "My  Valentine"  (21),  "The  Postman"   (20). 

Industrial  Work — Free-hand  cutting  of  valentines  from 
cardboard  and  paper. 

Draiving — Painting  valentines. 

Games — Playing  of  "Meeting  and  Greeting"  (25  b),  chang- 
ing the  word  partner  to  valentine. 


Grade  III  73 


Washington's  Birthday 

Language — Conversation  lessons  with  children,  having 
them  tell  why  it  is  that  we  observe  February  the  twenty- 
second  as  a  special  day.  Stories  of  Washington  learned  in 
Grades  I  and  II  are  reproduced  orally,  and  corrections  made 
of  any  errors  of  facts.  Further  interest  in  Washington  is 
aroused  through  additional  stories,  as  listed  under  reading. 
These  stories  are  also  reproduced.  The  story  of  "Our  Flag," 
re-used  from  Grade  I  and  reproduced  in  written  form.  Study 
of  patriotic  words,  and  words  needed  in  connection  with  writ- 
ing story  of  "Our  Flag."  References :  Year  Books  I,  II,  and 
III,  and  the  February  number  of  the  Primary  Plan  Books,  as 
published  by  A.  Flanagan  Company,  Chicago;  Educational 
Bulletin  XIII,  published  by  the  State  Department  of  Educa- 
tion, Raleigh,  North  Carolina ;  the  Primary  Month  by  Month 
Books,  published  by  A.  S.  Barnes  &  Co.,  New  York,  and  the 
current  school  magazines. 

Reading — The  following  stories  are  read  to  class  by  indi- 
vidual members :  "Washington  and  the  Cabbage  Bed," 
"Washington  and  the  Colt,"  "Washington  and  the  Bully," 
each  from  American  School  Readers,  No.  Ill ;  "A  Story  of 
Washington's  Boyhood,"  from  Riverside  Readers,  No.  Ill ; 
"The  Little  Cook,"  from  Elson  Primary  Readers,  No.  II ; 
"Nahum  Prince,"  from  Carroll  and  Brooks  Readers,  No.  III. 

Industrial  Work — Cutting  paper  flag  design  for  booklet 
cover.  Mounting  in  chart  form  pictures  of  Washington  and 
Mount  Vernon. 

Music — Teaching  the  following  rote  songs :  "There  Are 
Many  Flags  in  Many  Lands"  (42),  "Our  Flag"  (19), 
"Salute  to  the  Flag"  (20),  "America,"  verses  one  and  two 
(38  a),  (40  a). 

Games — Formal  marching  with  salutes. 

Easter 

Language — Relating  the  observances  to  the  renewal  of  life 
in  trees,  flowers,  grasses,  and  insect  life.  Recalling  the  ob- 
servances of  nature  in  the  fall  and  winter.  Tell  the  story  of 
Christ  to  the  Ascension.  Give  Bible  readings  from  the  story 
of  the  resurrection.  Have  children  commit  to  memory  appro- 
priate Easter  verses.  Copying  of  the  song-poem,  "At  Easter 
Time,"  for  practice  in  the  use  of  quotation  marks  and  capi- 


74  Formulation  by  Grades 

talization.^    Spelling  words  connected  with  Easter  interests. 

Drawing — Tinting  of  Easter  cards  that  are  already  de- 
signed. 

Literature — Story  of  '*Herr  Oster  Hase,"  in  Bailey's  For 
the  Children's  Hour,  told  to  children  and  reproduced  orally. 

Music — Teaching  the  following  rote  songs:  ''At  Easter 
Time"  (15),  and  "Easter  Song"  (19). 

SEASONS 
Fall 

Nature  Study — Recognition  of  common  fall  and  late  sum- 
mer flowers,  wild  and  cultivated.  Different  methods  of  seed 
dissemination  noted  and  recorded  in  chart  form.  Trees 
studied  from  standpoint  of  leaf  identification.  Migration  of 
birds  observed  and  a  list  made  of  the  permanent  residents. 
Rooting  cuttings  of  geraniums,  begonias,  and  Wandering 
Jew  for  window-box.  Planting  of  narcissus,  crocus,  and  tulip 
bulbs  in  flower-beds.  Good  and  unfavorable  soils  studied  in 
connection  with  this  plant  growth.  Formation  of  frost 
studied.  Metamorphosis  of  insects,  an  interest  commenced  in 
the  lower  grades,  is  encouraged  among  pupils  by  giving  them 
a  special  table  where  they  may  keep  their  individual  collec- 
tions. No  class  time  is  given  to  this  study,  but  children  be- 
fore school  are  given  such  help  as  they  may  need. 

Drawing — Color  notes  of  flowers,  grasses,  seed  pods,  and 
autumn  leaves  are  made  for  purpose  of  aiding  in  recognition 
of  specimens,  and  for  teaching  color.  Medium  used  :  crayola. 
Coloring  of  autumn  landscapes,  cut  from  drawing  books. 
Medium  used:    crayola. 

Industrial  Work — Weeding  the  vegetable  and  farm  patches. 
Pressing  leaves.  Making  envelopes  for  preserving  seeds. 
Making  from  construction  papers  various  booklets  for  holding 
specimens  of  class  work.  Advancement  over  Grades  I  and  II 
that  of  binding  covers  with  strips  of  cloth. 

Geography — Weather  chart  kept  upon  board  by  teacher. 
Children  give  reports  of  their  observations.  Sun  changes  at 
equinox;  length  of  noon  shadow  and  height  of  sun;  length 
of  day  and  night  records. 

Literature — The  following  poems  are  read  to  children  for 
appreciation:     Sherman's    "Golden    Rod"    (51);     CooHdge's 


Grade  III  75 


"How  the  Leaves  Came  Down"  (56,  59  d).  Following 
stories  are  told  to  children  for  their  ethical  value :  ''Clytie" 
(63);  "Golden  Rod  and  Aster"  (63,  107);  "Little  Golden 
Rod"  (107);  "The  Story  of  the  Seed-Down,"  from  The 
Hawthorne  Readers,  No.  3,  of  the  series  From  Many  Lands. 
The  following  stories  are  read  to  children  as  a  means  of  en- 
riching their  interests  in  nature  study:  "SeedHngs  on  the 
Wing"  (107);  "The  Little  Brown  Seed"  (107);  "The 
Little  Maple  Leaves"  (107).  Note:  A  similar  collection  of 
stories  can  be  found  in  series  numbered  (55). 

Language — Conversation  lessons  in  connection  with  all 
topics,  in  which  children  plan  their  work  and  relate  their  ex- 
periences. Written  stories  upon  such  topics  as  "How  the 
Seeds  Travel,"  "Why  the  Birds  Leave  Us,"  "How  We 
Planted  our  Window-Box."  Lists  of  woods  kept  in  con- 
nection with  all  phases  of  seasonal  interests.  Special  drills 
upon  all  words  needed  in  written  language. 

Music — Teach  the  following  rote  songs :  "Grasshopper 
Green"  (15);  "Ripened  Leaves"  (24);  "November's  Party" 
(42);   "Jack  Frost"  (19). 

Games — See  list  under  Grade  III  Centers  of  Interest,  Farm- 
ing, and  Special  Days  for  the  season. 

Winter 

Nature  Study — Formation  of  rain,  hail,  sleet,  and  snow 
studied.  The  service  of  snow  is  especially  noted.  Twigs  of 
red  and  sugar  maple,  oak,  elm,  apple,  peach,  pear,  plum,  tulip, 
beech,  poplar,  and  sycamore  trees  recognized;  year's  growth 
measured  and  rate  compared.  Force  budding  twigs  in  house 
and  study  buds  as  plant  storehouses.  Birds'  nests  collected 
and  identified  where  possible,  and  trees  noted  in  which  most 
nests  are  found.  Recognition  and  simple  study  of  evergreens 
at  Christmas  time. 

Drawing — Posters  of  winter  scenes  illustrative  of 
children's  experiences,  such  as  coasting  and  snow  balling. 
Drawings  of  twigs  and  buds  in  connection  with  forced 
window  growth.  Landscape  drawings  of  different  kinds  of 
days. 

Industrial  Work — Transplanting  lettuce  (See  Grade  III 
Center  of  Interest,  Farming).  Care  and  protection  of  lettuce 
bed  studied.  For  additional  work  see  other  Grade  III  Centers 
of  Interest  for  the  season. 


76  Formulation  by  Grades 

Geography — Weather  records  kept  as  in  fall.  Sun  changes 
at  winter  solstices ;  length  of  noon  shadow  and  height  of  sun ; 
length  of  day  and  night  records. 

Literature — The  following  poems  are  studied  and  memo- 
rized:  Geo.  Cooper's  "A  Wonderful  Weaver"  (56);  Sher- 
man's "The  Snow  Weaver"  (51).  The  following  stories  are 
told  to  children:  "The  Vapor  Family"  (107)  ;  "What  Broke 
the  China  Pitcher"  (107,  71,  67). 

Language — See  Special  Days  observed  in  winter  by  Grade 
III. 

Reading — The  following  stories  and  poems  are  read  by 
children :  "Why  the  Evergreens  Do  Not  Lose  Their  Leaves" 
(106);  "The  North  Wind"  (61  d) ;  "The  Twelve  Months" 
(88  d). 

Music — Teach  the  following  rote  songs :  "Sleighing  Song" 
(40  a);    "Mother  Holly"  (21). 

Games — See  list  under  Grade  III  Centers  of  Interest,  Play, 
and  Special  Days  for  the  season. 

Spring 

Nature  Study — Tree  calendar  kept  to  show  dates  of  appear- 
ance of  leaf  and  blossom.  Spring  flowers,  wild  and  culti- 
vated, recognized  and  record  kept  to  show  date  of  their  ap- 
pearance. Return  of  birds  noted,  listing  those  that  remain 
as  permanent  summer  residents.  The  ways  in  which  the  wind 
serves  us,  connecting  w^ork  with  weather  records  and  definitely 
fixing  how  to  name  direction  of  winds. 

Drawing — Color  notes  and  drawings  of  spring  flowers, 
grasses  and  sedges.  Mediums  used :  crayola,  pencil,  and 
brush.  Decorating  covers  for  booklet  of  "Spring  Work" ; 
design  based  on  some  flower  or  leaf  study.  Pose  drawings 
illustrating  garden  work  and  children's  outdoor  games. 

Industrial  Work — Spring  planting.  ( See  Grade  III  Center 
of  Interest,  Farming.)  Various  booklets  for  school  needs 
made  as  in  fall  term.  Making  of  kites,  using  a  frame  of 
wood. 

Geography — Continuation  of  work  as  listed  under  Fall  and 
Winter. 

Literature — The  following  poems  are  read  to  children  for 
appreciation:    Emily  Dickinson's  "A  Day"  (102  d)  ;    Eugene 


Grade  III  17 


Field's  "The  Night  Wind"  (52  d)  ;  Sherman's  "The  Shadow" 
(51);  Sherman's  "Vacation  Song"  (88  d).  The  following 
poems  are  memorized :  Rand's  "Great,  Wide,  Beautiful, 
Wonderful  World"  (88  d,  56);  Aldrich's  "Marjorie's 
Almanac"  (56);  Coelridge's  "Prayer"  (59  d)  ;  Hogg's  "A 
Boy's  Song",  (56,  59  d).  Howilston's  story  of  "Fish  or 
Frogs"  (107)  is  read  to  children  for  enjoyment. 

Language — Conversation  in  which  children  give  reports 
upon  their  observation  assignments  in  Nature  Study. 
Written  stories  and  dictation  exercises  based  upon  interests 
of  season.  Copying  of  spring  poems.  Listing  words  learned 
in  connection  with  nature  study  topics.  Special  drill  upon  all 
words  needed  in  written  language. 

Reading — The  following  stories  and  poems  are  read  from 
grade  readers  (61  d  and  59  d)  :  "The  Birds  of  KiUing- 
worth";  "The  Conceited  Apple  Branch";  "The  Pea  Blos- 
som" ;  "The  Legend  of  the  Pansies"  ;  "The  Ugly  Duckling" ; 
Stevenson's  "The  Wind" ;  Rossetti's  "The  Wind" ;  Words- 
worth's "March" ;  Clara  Smith's  "Jack  in  the  Pulpit" ;  Sher- 
man's "Daisies." 

Music — Teach  the  following  rote  songs:  "The  Owl"  (19)  ; 
"What  the  Robin  Sings"  (40  a)  ;  "The  Woodpecker"  (40  a) ; 
"Pussy  Willow"  (42);  "Rain  Concert"  (42);  "The  Alder 
by  the  Brook"  (15);  "May  Time"  (40  a);  "The  Swing'* 
(144). 

Games — "Swiss  May  Dance"  (25  b)  ;  "Cornish  May 
Dance"  (25  b).  For  additional  games  see  list  under  Grade 
III  Center  of  Interest,  Play,  and  under  May  Day  celebration. 

STORY  LIFE 

Literature — Stories  told  children :  "Baucis  and  Philemon" 
or  "The  Miraculous  Pitcher"  (59  e,  71  d,  109);  "Rumpel- 
stiltskin"  (71  e)  ;  "The  Golden  Bird"  (86  d,  112)  ;  "Sinbad 
the  Sailor"  (101  b)  ;  "AH  Baba  or  the  Forty  Thieves"  (86  d, 
101  b)  ;  "King  of  the  Golden  River"  (50  f,  59  e,  101  c)  ; 
"Grace  Darling"  (105,  92  d)  :  "Story  of  Joseph"  (103, 
50  d);  "Blunder"  (75  d,  50  d)  ;  "Lad  Who  Went  to  the 
North  Wind"  (52  d,  92  d)  ;  "Bell  of  Atri,"  "The  King  and 
His  Hawk,"  "Maxmillan  and  the  Goose  Boy,"  "Three  Men 
of  Gotham,"  "Wise  Men  of  Gotham,"  each  from  (105); 
"Legend  of  the  Rat  Tower  of  Bingen"   (147);    Adaptation 


78  Formulation  by  Grades 

of  '*Lobo"   from  Ernest  Thompson- Seton's   Wild  Animals  I 
Have  Knozvn. 

Books  read  to  children :  Thomas  Nelson  Page's  Tommy 
Trot's  Visit  to  Santa  Clans;  Frances  Hodgson  Burnett's 
Little  Lord  Fauntleroy ;  Selections  from  Joel  Chandler 
Harris's  Uncle  Remus. 

Poems— "Wynktn,  Blynken  and  Nod"  (56,  50  d,  59  d)  , 
"The  Shut-Eye  Train"  (59  d)  ;  "The  Rock-a-Bye  Lady" 
(52  c);  "Seein'  Things  at  Night,"  Riley;  "Which  Loved 
Best?"  (108). 

Reading — The  following  stories  are  read  by  the  children, 
and  are  found  in  the  reading  texts  listed  for  the  grade :  "Dick 
Whittington  and  His  Cat"  (61  d,  50  d,  105);  "Hans  Who 
Made  the  Princess  Laugh"  (88  d)  ;  "Sleeping  Beauty"  (88  d, 
71  d,  92  d) ;  "Beauty  and  the  Beast"  (61  d,  88  d)  ;  "Alad- 
din and  His  Wonderful  Lamp"  (59  d,  86  d,  92  d)  ;  "The 
Enchanted  Horse"  (59  d)  ;  "The  Bear  and  the  Troll,"  "The 
Wonderful  Mirror,"  "The  Fisher  Boy,  Urashima,"  each  from 
(61  d);    Lida  McMurry's  "Robinson  Crusoe." 

Language — Reproduction  of  stories  orally.  Dramatization 
of  the  stories  of  "Joseph,"  "The  Bear  and  the  Troll,"  "Lad 
Who  Went  to  the  North  Wind,"  "Hans  Who  Made  the  Prin- 
cess Laugh."  Memorizing  poems ;  "Wynken,  Blynken  and 
Nod,"  and  "Which  Loved  Best?" 

Industrial  Work — Sand  table  representation  of  the  story  of 
Robinson  Crusoe ;  island,  shipwreck,  raft,  hut,  house,  boats, 
utensils,  weapons,  tools,  food,  clothing,  pets,  etc.  As  far  as 
practicable  the  children  work  only  with  primitive  materials, 
and  are  led  to  study  and  plan  for  themselves. 

Music — In  connection  with  the  study  of  the  lullaby  poems 
of  Eugene  Field,  as  listed  under  literature,  the  following  rote 
songs  are  learned;  "Wynken,  Blynken  and  Nod"  (143); 
"Shut-Eye  Train"  (42,  sheet  music)  ;  "November  Lullaby" 
(42). 

PLAY 

Physical  Education — Folk  Dances  and  Singing  Games: 
"Carrousel,"  "I  See  You,"  "Tailors'  Dance,"  "Washing  the 
Clothes,"  "Grandma's  Old  Sparrow,"  each  from  (47)  ; 
"Dance,  Dear  Partner  Mine,"  "Skip  to  Ma  Lou,"  "Klapp 
Danzen,"  "Going  Walking,"  each  from  (25  b) ;  "Looby 
Loo,"  "The  Duke  and  the  Castle,"  each  from  (25  a)  ;    "The 


Grade  III  79 


Chimes  of  Dunkirk/'  ^'Children's  Polka,"  ''Bleking,"  ''Ger- 
man Clap  Dance,"  each  from  (118);  "Dornroschen"  (148). 
Games  of  Tag,  Chase,  and  Relay  Games:  "Tom,  Tom,  the 
Piper's  Son,"  "Squirrel  in  Trees,"  "Last  Couple  Out," 
"Dodge  Ball,"  "Bird  Catcher,"  "Cat  and  Mouse,"  "Chase  the 
Rabbit,"  "The  Miller  Is  Without,"  "Tag  the  Wall  Relay," 
"Passing  Relays  with  Bean  Bags,"  "Flag  Relay."  Refer- 
ences: (45,  46,  149).  Rhythmic  games:  "Bouncing  the 
Ball,"  "Wind-mill,"  "The  Swing,"  and  imitating  garden 
activities  (45).  In  addition  to  the  above  much  play  and  fun 
are  derived  from  the  games  and  dances  as  listed  under  other 
grade  centers  of  interest. 

Arithmetic — Drill  in  the  multiplication,  addition,  and  sub- 
traction tables  can  be  made  less  formal  and  therefore  more  in- 
teresting by  playing  games  involving  the  keeping  of  score. 
The  following  games  have  been  very  helpful :  "Bean  Bag," 
"Ring  Toss,"  "Changing  Places,"  "Playing  Fireman,"  "Simon 
Says  Thumbs  Up,"  "Target  Shooting,"  "Going  to  Richmond," 
"Guessing  Games,"  "Playing  Store,"  "Merry-Go-Round," 
"Card  and  Table  Games."  For  directions  see  (149)  and 
(150). 

Language,  Reading,  Spelling — Telling  original  imaginary 
stories;  dramatization  of  stories  heard  or  read;  dramatic 
readings;  asking  riddles;  various  spelling  matches  and  con- 
tests ;  games  affording  drill  in  correct  usage.  Texts 
numbered  (149)  and  (151)  will  be  found  very  helpful  in 
planning  work. 

SCHOOL  NEEDS 

Industrial  Work — Covers  for  spelling  booklets,  arithmetic 
tables,  and  envelopes  for  report  cards.  Bags  for  rubbers ; 
name  tags  for  individual  hooks  in  cloak  closets,  and  pen 
wipers. 

Arithmetic — Measurements  for  dimensions  of  book  covers 
and  other  pieces  of  work  mentioned  above.  Markings  of 
ruler  are  one  inch,  half  inch,  and  quarter  inch. 

Drazmng — Decoration  and  lettering  of  book  covers. 

Note. — The  above  is  illustrative  of  the  types  of  objective  work  in- 
cluded under  the  head  of  school  needs.  Special  drills  in  phonics  and 
spelling,  arithmetic  tables  and  processes,  and  penmanship  are  provided 
whenever  occasion  demands. 


INTERMEDIATE  GROUP 

Grades  IV,  V,  VI.    Ages  about  9>1  to  12>4 


SIGNIFICANT  INSTINCTS  AND  CAPACITIES   AND 
THEIR  DEVELOPMENT 

[See  note  under  Kindergarten,  p.  21.] 

The  period  provided  for  in  the  Intermediate  group  is  one 
of  intense  activity,  mental  and  physical,  characterized  by 
quickness  of  response  and  lack  of  control.  The  children  at 
this  age  are  not  reflective,  nor  have  they  many  distinctly 
mental  interests  until  near  the  end  of  the  period.  In  planning 
the  course  for  these  grades  the  aim  is  to  utilize  the  strong  ten- 
dencies, particularly  the  great  acquisitive  and  inquisitive 
capacities  and  the  quick  responses,  by  giving  a  large  amount 
of  rich  material  and  much  opportunity  for  practice  in  order 
to  develop  accuracy,  as  well  as  to  give  definite  information. 

Physical  Activity — This  tendency  is  at  its  height  with  the 
dominant  characteristics  noted  above.  The  school  aims  ( 1 ) 
to  refine  motor  expression  by  enriching  experience  and  giving 
practice  in  expressing  it  through  language,  construction, 
music,  and  art;  (2)  to  promote  general  health  and  graceful- 
ness by  means  of  formal  physical  drill,  folk  dances,  and  out- 
door games;  (3)  to  add  interest  to  school  life  and  to  arouse 
permanent  interest  in  outdoor  recreation,  through  athletic 
games  and  employment  of  physical  activity  in  school  work. 

Capacity  for  Acquiring  Skill  and  Habit  Formation — In 
connection  with  these  capacities,  which  are  specially  character- 
istic of  the  first  two  years  of  the  period,  the  aim  is,  by  directed 
practice  (1)  to  have  the  children  acquire  a  reasonable  skill  in 
those  activities  which  every  one  needs,  as  use  of  language, 
writing,  singing,  number  processes,  use  of  books,  study,  simple 
art  and  composition;  (2)  to  make  habitual  in  present  life 
situations  those  things  which  need  to  be  reduced  to  habit  in 
order  to  promote  efficiency. 

The  Direction  of  Activity  Toward  Practical  Concrete 
Ends — This  tendency  limits  the  scope  rather  than  the  intensity 
of  children's  activity.  They  investigate  in  connection  with 
concrete  situations,  for  ends  which,  to  them,  are  practical; 
they  imagine  largely  to  picture  real  experience ;    they  remem- 


Intermediate  Group  81 


ber  their  own  experiences,  or  those  vividly  pictured ;  they 
still  reason  objectively  and  comprehend  general  and  abstract 
truths  mainly  when  presented  and  applied  to  concrete  situa- 
tions. They  do  things  for  definite  purposes  and  for  compara- 
tively immediate  ends.  The  school  aims  ( 1  )  to  increase  their 
control  of  concrete  ideas  and  to  promote  growth  in  informa- 
tion, imagination,  reasoning,  and  ethical  judgment  by  provid- 
ing concrete  rather  than  abstract  material  for  use  in  these 
grades;  (2)  to  make  the  children  purposeful,  to  have  them 
habitually  direct  their  doing  towards  definite  ends  by  provid- 
ing uses  for  knowledge  and  skill  and  by  making  both  knowl- 
edge and  skill  adequate  for  use  by  instruction  in  connection 
with  their  experience,  observation,  and  historical  study;  (3) 
to  teach,  as  needed,  what  are  some  ends  in  life  that  are  worth 
w^hile.  The  school  also  utilizes  this  practical  tendency  to  add 
interest  to  drill  and  drudgery  by  providing  practical  ends  as 
motives. 

The  Social  Instinct — This  instinct  is  not  found  in  this  group 
to  the  extent  to  which  it  appears  in  the  next  period,  being 
limited  largely  to  group  consciousness  and  manifesting  itself 
in  a  desire  to  go  with  the  gang  and  in  regard  for  public 
sentiment,  interest  in  organized  group  activities  and  capacity 
for  seeing  humorous  situations.  The  school  aims;  (1)  to 
extend  group  experience  and  to  broaden  the  social  conscious- 
ness by  team  w^ork,  class  enterprises,  and  by  the  study  and 
representation  of  the  activities  of  larger  groups;  (2)  to  ele- 
vate the  public  sentiment  of  the  class  by  tactful  instruction  in 
concrete  cases  as  needed;  (3)  to  awaken  an  ideal  of  due 
regard  for  public  sentiment  and  to  prevent  subordination  of 
self-respect  to  gang  approval  by  encouraging  class  approval  on 
a  high  plane;  (4)  to  develop  initiative,  leadership,  coopera- 
tion, and  self-reliance,  by  holding  the  class  responsible,  so  far 
as  practicable,  for  initiating  and  carrying  out  class  and  play- 
ground projects;  (5)  to  make  habitual  the  social  virtues  and 
simple  requirements  of  polite  society  by  requiring  the  practice 
of  them;  (6)  to  prevent,  as  far  as  possible,  the  development 
of  self-consciousness  by  having  the  children,  as  a  matter  of 
school  custom,  continue  to  take  part  in  dramatization  and  pro- 
grams, and  by  avoiding  calling  attention  to  individuals.  A 
good  laugh  at  real  fun  is  encouraged  and  an  abundance  of 
wholesome  humor  is  provided  in  the  effort  to  inhibit  a  ten- 
dency to  coarse  fun. 


82  Formulation  by  Grades 

Competition — This  tendency  continues  strong,  but  fre- 
quently manifests  itself  in  group  rivalry  and  can  easily  be 
made  to  take  the  form  of  competition  against  one's  own  past 
achievement.  The  aim  is  to  establish  an  ideal  of  legitimate 
competition,  to  eliminate,  as  much  as  possible,  personal  satis- 
faction on  the  low  plane  of  having  outstripped  another  com- 
petitor by  requiring  fairness  in  contests  and  appreciation  of 
all  worthy  effort.  The  play  instinct  is  here  a  most  valuable 
asset  in  furthering  these  purposes. 

Emotional  Capacity — This  factor,  while  not  strong  in  this 
group,  is  present,  and  the  school  aims  to  promote  the  normal 
development  of  the  children's  emotional  life  by  study  of 
literature,  historical  stories,  music,  pictures  which  are  rich  in 
human  interest  and  feeling. 

GRADE  IV 

DISTINCTIVE  CHARACTERISTICS  AND  THE 
CENTERS  OF  INTEREST 

The  children  of  Grade  IV  are  emerging  from  the  i^eriod 
where  the  impulse  for  physical  activity  for  its  own  sake  and 
interest  in  novelty  are  dominant  motives,  these  being  gradu- 
ally replaced  by  interest  in  ends.  This  interest  often  carries 
them  over  much  practice,  drill,  or  experiment  with  processes 
and  materials  which  would  otherwise  be  dull  routine.  Team 
work  appeals  to  them  and  is  used  as  a  basis  for  group  study; 
story  telling  in  history,  dramatization,  and  reading  to  other 
groups  are  enjoyed.  Competition  is  encouraged,  but  chiefly 
between  these  groups  or  teams,  and  cooperation  is  considered 
the  basis  for  individual  work  within  the  group. 

The  interest  in  people  and  processes,  increasing  with  wider 
reading  and  more  definite  ends  in  view  for  activities,  is  the 
foundation  for  beginning  our  geography — the  industrial 
features  of  countries  and  the  lives  of  people  there,  from  the 
standpoint  of  what  they  do,  and  zvhy  are  emphasized. 

The  capacities  for  drill  and  for  rote  memory  are  utilized 
in  fixing  the  basal  facts  in  the  fundamentals  of  English  and 
numbers.  Speed  and  accuracy  in  responses  are  ends  definitely 
sought  by  the  teacher,  and  the  children's  interest  in  their  own 
progress — in  making  their  own  record  better,  is  a  strong 
motive  for  work  on  their  part. 


Grade  IV  83 


Reasoning,  to  be  enjoyed,  must  be  in  relation  to  concrete 
situations  which  appeal  to  the  children  as  important. 

There  is  much  need  and  opportunity  for  development  of 
the  imagination — the  ethical  and  aesthetic  significance  of  the 
subject  matter  selected  is  most  important  in  the  literature, 
music  and  art. 

The  children  now  get  much  of  real  life  from  their  study  of 
historical  situations.  The  story  interest  of  the  primary  grades 
has  added  to  its  requirements  the  demand  of  the  ten-year-old 
to  know  just  when  and  ivhere  the  fact  occurred,  hence  this  is 
the  place  to  begin  the  study  of  history,  taking  it,  of  course, 
from  the  personal  side — the  study  of  the  deeds  of  men  of 
action  rather  than  thought.  The  lives  of  the  early  Greeks  and 
Romans  furnish  rich  material  for  this  work,  and  interest  in 
what  people  to-day  do  is  the  basal  factor  in  our  selection  and 
treatment  of  geographical  facts  taught  in  this  grade.  The 
centers  of  interest  are : 

I.     The  World  We  Live  In. 

1.  People  To-day. 

2.  People  Long  Ago. 
II.     Special  Days. 

III.  Seasons. 

IV.  Story  Life. 
V.     Play. 

VI.     School  and  Individual  Needs. 

SUBJECT  MATTER  SELECTED  AND  ORGANIZED 
ACCORDING  TO  CENTERS  OF  INTEREST 

THE  WORLD  WE  LIVE  IN 

Geography — (People  of  to-day).  The  home  geography  of 
Grade  III,  study  of  the  local  home  and  industrial  life,  and  of 
Eskimo  and  tropical  homes  in  the  primary  grades  furnish  the 
background  form  the  introductory  chapters  of  the  text-book 
from  which  the  children  must  now  learn  to  get  information 
concerning  geographical  facts  beyond  the  range  of  their  own 
observation  and  experimental  demonstration  in  the  classroom. 
The  interesting  accounts  given  are  in  a  measure  familiar,  but 
through  reading  them  a  vocabulary  is  acquired  without  which 
the  descriptive  text  of  geography  would  be  unintelligible  to 
the  children.  Map  reading  is  a  fascinating  preparation  for 
planning  a  journey  to  see  other  lands.     This  involves  points 


84  Formulation  by  Grades 

of  the  compass,  zones,  and  larger  land  and  water  divisions 
on  the  globe;  later,  the  journey  begun  involves  visits  to  the 
most  interesting  countries  on  each  continent — the  countries 
being  chosen  with  reference  to  their  contributions  to  the 
everyday  life  of  the  children.  The  text-book,  with  its  pic- 
tures, descriptions  to  be  read,  and  maps  to  study,  is  the  guide- 
book as  they  go  in  imagination  to  Brazil  and  France  and  Italy 
and  China  and  Japan — a  few  points  generally  taken  up  are 
illustrated  in  the  list  below. 

After  a  general  study  of  the  position  of  North  America  on 
the  globe,  and  location  of  the  places  wath  which  members  of 
the  class  are  personally  acquainted,  trips  are  planned  north  to 
Canada  and  south  to  Mexico  and  the  West  Indies,  the  one 
chosen  first  depending  upon  class  interest.  Current  events 
led  the  class  to  take  Mexico  first  in  1914.  The  direction  in 
w^hich  we  must  travel,  the  length  of  the  journey,  in  time, 
whether  by  rail  or  by  boat,  what  clothing  we  shall  need,  what 
we  may  expect  to  have  to  eat,  the  homes  we  shall  see,  what  the 
people  will  be  doing,  the  mountains  and  rivers  to  be  crossed, 
and  many  other  interesting  points  about  the  trip  are  found  by 
study  of  the  maps,  pictures,  text,  and  globe  (for  climatic  con- 
ditions). 

When  North  America  has  been  visited  in  this  way,  we 
start  to  the  nearest  continent,  South  America.  Whether  we 
decide  to  visit  Brazil  because  we  want  to  find  out  about  the 
country  where  rubber  and  coffee  and  chocolate  are  produced, 
or  Chile,  because  of  the  fact  that  we  can  go  through  the 
Panama  Canal  and  follow  one  of  our  friends  w'ho  .recently 
went  to  Chile  for  a  two-years'  visit,  is  decided  by  the  class. 
When  we  once  get  to  South  America,  the  class  divides  into 
parties  and  visits  different  countries,  reporting  to  the  others 
what  they  saw  and  how  the  journey  was  made  and  other 
points  noted  above  or  suggested  by  the  text-book.  Europe, 
approached  through  the  country  most  interesting,  perhaps 
Italy,  because  leghorn  hats  and  macaroni  are  products  of  the 
industry  of  Italians,  or  France  because  of  its  silks,  laces,  and 
porcelains,  or  it  may  be  that  the  stories  of  Norse  heroes  or 
the  voyages  of  friends  may  take  us  first  to  northern  Europe ; 
once  there,  the  class  is  divided  into  groups  to  report  on  various 
countries  as  in  the  study  of  South  America. 

China  and  Japan,  through  their  contributions  of  fireworks 
and  paper  articles  and  porcelain,  usually  introduce  us  to  Asia, 


Grade  IV  85 


and  by  the  time  we  are  ready  for  Africa  the  wild  animals  and 
the  scanty  information  already  gathered  about  lands  where 
few  white  people  live  are  sufficiently  stimulating  motives  for 
study. 

Australia,  with  its"  queer  animals  and  cities  like  our  own 
and  "the  antipodes,"  is  always  fascinating,  and  the  several 
interesting  routes  by  which  we  may  travel  there  usually  divide 
the  class  into  parties  before  this  continent  is  reached. 

History — (People  long  ago).  Greece  and  Rome  are  chosen 
for  this  study  because  they  furnish  the  best  basis  for  com- 
parisons of  life  long  ago  with  life  as  children  know  it  to-day. 
Some  points  of  contact  are  found  through  the  contributions 
of  these  ancient  people  such  as  designs  for  decoration  of 
books,  costumes,  buildings,  etc.  (Greeks),  and  road-building 
methods  (Romans).  Emphasis  is  placed  more  upon  the 
bravery,  honor,  and  strength  of  the  heroes  rather  than  on 
the-  factual  elements  of  time  and  place,  though  these  latter 
give  the  history  interest  to  the  stories  studied.  In  reading 
about  such  characters  as  Solon  and  Pericles,  Demosthenes  and 
Alexander,  Fabius  and  Pompey  and  Caesar,  the  children 
really  gain  much  interest  in  the  natural  life  in  which  these  men 
took  part,  but  the  aim  of  the  work  is  to  give  the  children  a 
liking  for  history  rather  than  to  have  them  acquire  any  definite 
set  of  historical  facts. 

Language — Preparation  for  debates  and  dramatization — 
written  topical  outlines  and  oral  practice  of  speeches  from 
outlines.  Description  in  letter  form  of  imaginary  visits  to 
cities  or  countries  studied  about  in  history  or  geography  class. 

Music — (See  Story  Life,  p.  92.)  Selections  from  text 
based  upon  folk  melodies;  these  are  frequently  given  as 
technical  work,  the  melody  rather  than  the  content  being 
significant  in  its  relation  to  this  center. 

Industrial  Work — A  Roman  house — problem  in  box  and 
cardboard  construction.  Properties  for  Greek  plays — cos- 
tumes, shields,  swords. 

Drawing — Greek  designs  for  decoration  of  book  covers  or 
costumes.  Plan  and  decoration  of  floors  and  walls  of  a 
Roman  house. 


86 Formulation  by  Grades 

SPECIAL  DAYS 

Hallowe'en 

Drawing — Free-hand  cutting  of  symbols  for  decoration  of 
post-cards  and  blackboard  borders;  the  selection  of  appro- 
priate colors  and  units  for  the  purpose  is  the  main  problem 
involved,  as  most  of  those  used  have  become  familiar  to  the 
children  in  one  or  the  other  lower  grades. 

Music — Song,  "Hallowe'en"  (38  a),  taught  by  rote,  sug- 
gestive in  word  and  musical  phrasing  of  the  spirit  of  fun  and 
frolic  in  the  home  or  social  gathering.  The  decorations  and 
song  are  the  children's  contribution  towards  entertainment  at 
an  informal  grade  ''party,"  where  "bobbing"  for  apples  and 
funny  "fortunes"  are  tried  by  everybody. 

Thanksgiving 

Industrial  Work — Making  of  simple  caps,  collars,  cuffs, 
etc.,  of  paper  or  stiff  cambric,  for  costumes  to  be  worn  in  a 
tableau;  the  problem  involved  is  cutting  from  a  pattern. 
Booklet  for  story  and  arithmetic  work  done  in  connection  with 
the  day. 

Reading — "The  First  Thanksgiving  Day"  (72).  Stories 
of  colonial  life  from  books  in  the  Juvenile  Library,  especially 
"Mary  of  Plymouth,"  Otis  series.  A  good  story  to  give  the 
picture  of  everyday  home  life  in  early  New  England  as  it 
looked  to  a  child ;  suited  to  the  practical  attitude  of  ten-year- 
old  children. 

Music — ".The  Turkey's  Drumstick"  (44).  Review  of  fa- 
vorite songs  learned  in  previous  grades.  "A  Child's  Thanks- 
giving" and  "For  Peace  and  for  Plenty"  are  usually  sung. 

Drawing — Design  for  Thanksgiving  menu  card  or  for 
booklet  cover.  This  is  usually  a  problem  in  coloring  a  simple 
line  drawing  which  has  been  traced  by  the  teacher,  the  subject 
chosen  by  the  children,  being  suggested  by  the  stories  they 
have  read. 

Language — Selection  of  a  phase  of  the  Thanksgiving  story 
to  be  given  as  a  tableau;  simple  written  description  of  the 
scene  which  they  wish  to  picture  in  the  tableau,  from  outline 
suggested  in  class,  or  letter  describing  the  ''play"  given  by 
Grade  V  or  VL  This  involves  one  conversation  lesson,  in 
which  the  outline  is  made,  and  practice  in  paragraph  writing. 


Grade  IV  87 


Physical  Education  —  ''Vineyard  Dance"  (Crampton), 
''Harvest  Dance"  (Burchenal),  usually  given  at  the  time  of 
the  presentation  in  the  Assembly  of  the  Thanksgiving  pro- 
gram prepared  by  Grade  V  or  VI. 

Bible — Story  of  the  harvests  in  Egypt  from  the  story  of 
Joseph.     Review  of  Psalms  LXVII,  C,  CXVIL 

Arithmetic — Finding  the  cost  of  supplies  for  a  Thanksgiv- 
ing dinner  menu ;  quantities  and  prices  listed  for  class  by  com- 
mittees from  class,  involving  multiplication  by  more  than  one 
figure,  rapid  addition  drill,  making  out  of  orders  and  bills. 

Christmas 

Bible — Story  of  the  Nativity  from  St.  Luke  and  St.  Mat- 
thew.    Read  by  children. 

History — The  Roman  conquest  of  Greece  as  noted  in 
''Tales  of  the  Greeks"  is  made  the  basis  for  explanation  of 
the  taxation — census-taking — mentioned  in  the  Bible  story. 

Music— 'ThQ  Christmas  Tree"  (40  a),  "Christmas  Carol" 
(40  b),  "Christmas  Star"  (35),  "Christmas  Joys"  (20),  "The 
Wonderful  Tree"  (15),  "O  Little  Town  of  Bethlehem," 
"Father  Christmas"  (40  b). 

Reading — Christmas  stories  in  texts.  Stories  from  juvenile 
magazines. 

Industrial  Arts — Making  of  calendars,  and  desk  or  memo- 
randum pads  for  gifts;  decorations  chosen  from  fourth  year 
fall  and  winter  work  as  outlined  in  the  Seigmiller  Course. 
Decorations  for  class  Christmas  tree. 

Drawing — Cards  for  Christmas  greetings,  designs  as  noted 
above. 

Physical  Education — "Minuet"  (45),  Newton.  Used  as 
part  of  general  Christmas  exercises  in  the  auditorium. 

Language — Christmas  carols  and  poems  from  Hazard's 
Three  Years  With  the  Poets  reviewed  and  memorized. 
Most  of  these  have  been  learned  in  previous  grades.  Drama- 
tization of  story  chosen  by  class  from  reading.  (This  is  done 
in  case  the  class  does  not  present  a  Greek  story  in  dramatic 
form  earlier  in  the  term.)  The  story  selected  is  first  outlined 
in  the  language  class,  the  most  interesting  "pictures"  or  inci- 
dents are  chosen,  what  characters  appear  in  each,  and  what 
conversation  and  action  will  best  tell  the  story  to  the  audience 


88  Formulation  by  Grades 

are  discussed.  The  scenes  decided  upon  are  orally  summa- 
rized and  the  class  chooses  a  committee  to  "work  up"  each 
scene.  When  written,  these  are  read  to  the  class  and  criticisms 
given,  the  entire  play  being  written,  the  actors  are  chosen,  cos- 
tumes, if  needed,  are  planned,  and  rehearsals  begun  with  con- 
stant reference  to  presenting  the  story  by  picture,  action,  and 
voice  so  that  it  shall  give  pleasure  to  others. 

Lee's   and   Jackson's   Birthdays 

Language — Stories  of  Lee  and  Jackson  as  soldiers  and  gen- 
erals. (Mrs.  Jackson's  Life  of  Lee  and  Life  of  Jackson  as 
teacher's  reference.)  Comparison  with  Greek  and  Roman 
generals. 

St.  Valentine's  Day 

Industrial  Arts  and  Draiving — Valentines  designed  and 
decorated.  Children  bring  many  designs  which  they  collect, 
lessons  in  selection  of  artistic  and  appropriate  models  to  be 
used  in  class.  The  Fourth  Grade  specializes  in  ''wall-paper 
valentines." 

Language — Selection  of  sentiments  for  messages ;  original 
couplets  made. 

Music — ''February"   (24). 

Washington's  Birthday 

Mw.yic— "Washington  Song"  (26),  "Flag  Song"  (40  b). 

Reading — "Our  Hero  of  Heroes,"  from  Stories  of  Good 
Old  Times,  by  Cleveland;  read  or  told  to  the  children;  "A 
Glimpse  of  Washington"  (71  e). 

Language — Topical  outlines  of  stories  as  above,  a  child 
chosen  by  the  class  to  tell  each  part  in  the  Washington's  Birth- 
day program,  which  is  usually  quite  informally  given  to  a  few 
invited  guests  in  the  grade-room. 

*Easter 

Music — Carol,  "Easter  Voices"  (39  b).  Review  of  Easter 
and  spring  songs  learned  in  lower  grades. 

Drawing — The  lily  as  an  Easter  emblem,  studied  and  en- 
joyed, not  always  painted,  but  the  class  usually  decides  to  use 
it  for  decoration  of  the  cards  of  greeting  which  they  make. 

*For  a  typical  Easter  program  as  given  by  Grade  IV,  see  page  287. 


Grade  IV  89 


Blossoms,  peach,  japonica,  or  apple,  are  used  also,  if  in  season, 
as  affording  practice  in  matching  tints  in  water-colors,  and  of 
study  of  growth  and  arrangement  of  blossoms.  The  problem 
of  spacing  and  lettering  is  usually  undertaken  for  the  first 
time  without  a  model,  worked  out  on  the  blackboard,  and  rough 
plans  made  and  submitted  for  criticism  by  class  and  teacher 
before  deciding  upon  a  standard  arrangement  of  blossom  and 
lettering. 

Reading— "The  Handful  of  Clay,"  Van  Dyke  (52  e). 

Language — Story,  ''The  Pattern  Lily"  (Kindergarten 
Magazine,  April,  1903),  or  one  from  current  juvenile  or  edu- 
cational magazines. 

The  Easter  and  spring  work  of  the  grade  sometimes  culmi- 
nates in  a  program  for  the  Friday  assembly,  in  which  the  most 
interesting  and  suitable  parts  of  the  regular  work  for  the  sea- 
son are  presented. 

SEASONS 
Fall 

Drawing — Tree  study,  mass  drawing  in  ink  and  charcoal. 
Landscape  composition,  with  special  attention  to  trees,  singly 
and  in  groups.  Water-colors  used  to  show  autumn  coloring 
in  landscape  studies  in  drawing  books,  and  in  making  color 
notes  of  coloring  leaves,  grasses  and  fall  flowers. 

Industrial  Work — Clearing  garden  for  fall  planting;  re- 
setting bulbs  in  borders ;  planting  bulbs  in  water  and  in  earth 
for  indoor  bloom.  Preparation  of  seed-bed  for  lettuce.  Sow- 
ing Essex  rape  for  early  salad. 

Elementary  Science — Life  history  of  caterpillar  based  upon 
observations  through  several  seasons  in  the  lower  grades. 
Identification  of  caterpillar  by  means  of  illustrations  in  books 
found  in  the  library.  Study  of  roadside  weeds  and  means  of 
destroying  them.  Signs  of  fall  noted  in  a  systematic  way — 
in  trees  and  other  plants,  in  animals  and  birds — study  of 
changes  in  each  due  to  seasonal  causes. 

Language — Autumn  excursions  or  garden  work  used  as 
topic  for  class  practice  in  oral  and  written  composition ;  para- 
graph construction  from  topics  chosen  by  the  class.  Life  his- 
tory of  the  caterpillar  which  the  children  have  had  the  best 
opportunities  to  study  in  this  and  previous  grades — practice 
in  outline  and  paragraph  construction — (See  Elementary 
Science ) . 


90  Formulation  by  Grades 

Arithmetic — Keeping  account  of  garden  supplies  ordered. 

Mw^^V— "Nature's  Good  Night"  (17);  "Hallowe'en" 
(38  b)  ;   Lullabies  reviewed.     (See  previous  grades.) 

Reading  and  Literature — "Farewell  to  the  Farm,"  Steven- 
son; "The  Tree,"  Bjornnen;  "The  Night  Wind,"  Field  (52 
d).  These  are  used  for  reading  and  appreciation.  (See  Story 
Life  for  other  literature  which  may  be  used.) 

Physical  Education — Games  for  the  playground:  "Prison- 
ers' Base";  "Day  and  Night."  Tag  games  and  relay  races 
for  indoor  and  outdoor  recreation.  (See  Johnson's  Educa- 
tion by  Plays  and  Gaines,  pp.  165-167.) 

Winter 

Drawing — Winter  landscapes  and  sports  in  chalk  and 
colored  crayon.  Illustrations  for  verses  describing  indoor 
scenes,  e.  g. :  a  tea-table,  or  some  of  the  utensils  used  in  cook- 
ing or  baking.  Pose  drawing  of  children  dressed  for  play  out- 
of-doors,  pencil  or  mass  drawing  using  brush  and  ink. 

Industrial  Work — Making  canvas  covers  for  lettuce  bed, 
overhanding  or  running  stitch ;  twisting  cord  for  tying  canvas 
to  stakes ;  making  stakes  to  hold  canvas  in  place.  Setting  out 
lettuce  plants  from  seed-bed. 

Arithmetic — Measurements  of  lettuce  bed,  estimation  of 
quantity  of  canvas  needed,  measuring  lengths  for  cutting  and 
sewing.     Keeping  account  of  cost. 

Elementary  Science — Good  Health,  by  Gulick,  used  by 
class :  Breathing,  ventilation,  dust,  sleep,  cleanliness  of 
homes,  clothing,  food,  person.  Recognition  of  constellation 
of  the  Great  Dipper  in  relation  to  North  Star  and  cardinal 
points  in  geography. 

Music— ''The  Snow  Man"  (40  b). 

Language — Winter  sports  and  weather  as  topics  for  diary 
keeping  and  letter  to  children  in  a  far  northern  state.  Prac- 
tice in  letter  forms  and  in  paragraph  construction;  much 
opportunity  for  enlarging  the  written  vocabulary  and  need 
of  spelling  drill  is  evident. 

Reading  and  Literature — "Snow,"  Mary  Mapes  Dodge 
(52  d);  "The  Frost,"  Gould  (52  d)  ;  "An  Eskimo  Game," 
Schwatha  (52  d)  ;  "The  Lad  Who  Went  to  the  North  Wind," 
Dasent   (52  d)  ;    "The  Snow  Image,"  Hawthorne;    "How  I 


Grade  IV  91 


Discovered  the  North  Pole,"  Church  (52  d).     (These  stories 
and  poems  are  from  the  readers  listed  for  the  grade.) 

Physical  Education — Indoor  games:  "Three  Deep"  (46); 
'The  Carrousel"  (47).  Relay  races  and  tag  modified  to  suit 
indoor  conditions  when  necessary   (46). 

Spring 

Elementary  Science — Bird  study,  returning  and  transient 
birds  noted  and  added  to  list  of  permanent  residents  learned 
in  third  grade.  Bird  calendar  kept;  accuracy  of  description 
insisted  upon  as  means  of  identification — size,  color,  behavior 
of  bird  kept  in  calendar  record. 

Industrial  Work — Cultivation  of  lettuce,  gathering  rape 
and  lettuce  for  sale.  Preparation  of  soil  and  planting  of  sum- 
mer vegetables,  potatoes  or  tomatoes,  and  beets.     Bird  houses. 

Music — "Spring's  Coming"  (40  b)  ;  "The  Woodpecker" 
(reviewed)  ;  "Oriole's  Nest  Song"  (40  b)  ;  "The  Flower 
Song"  (40  b) ;  "The  Wind  Song" (40  a)  ;  May  Day  Music. 
(See  Special  Days). 

Drawing — Landscape  coloring,  water-colors,  to  show  time 
of  day  by  light  and  shadow.  Ink  and  pencil  studies  of  plant 
forms.  Simple  designs  from  plant  or  flower  study  for  black- 
board borders,  or  surface  covering  for  booklet  covers.  Pose 
drawings  of  children  at  play. 

Language — Spring  games,  garden  work,  and  bird  notes 
give  abundant  material  for  practice,  in  written  and  oral  com- 
position. 

Poems  studied  for  the  beauty  of  the  figurative  language : 
"Who  Has  Seen  the  Wind?"  Rossetti;  "Armenian  Lullaby," 
Field  (84);    "Japanese  Lullaby,"  Field  (84). 

Poem  usually  memorized.  (See  Reading.)  "April  Rain," 
Loveman. 

Reading  and  Literature — "The  Song  Sparrow,"  Van  Dyke 
(52  d)  ;  "The  Blue  Bird,"  Miller  (52  d)  ;  "The  Scarecrow," 
Thaxter  (59  e)  ;  "When  the  Dogwood  Blooms,"  Lounsberry 
(52  d)  ;   "The  Arbutus,"  Mulct  (52  d). 

Frequently  favorites  that  have  been  read  to  the  children 
in  the  primary  grades  are  read  by  the  children  themselves  "at 
sight."  Selections  from  Dallas  Lore  Sharpe's  "The  Spring  of 
the  Year"  read  to  children. 


92  Formulation  by  Grades 

Arithmetic — Marketing  of  lettuce  and  rape — calculation  of 
profits  or  losses  on  the  results  of  the  garden  to  date. 

STORY  LIFE 

Library  and  Story  Haur — Abbie  Farwell  Brown's  ''In  the 
Days  of  the  Giants";  Mabie's  *"Norse  Myths";  Kingsley's 
''Greek  Heroes,"  *"Theseus,"  "Tason,"  "Androcles  and  the 
Lion"  (105);  Howard  Pyle's  "Men  of  Iron"  and  *'Cham> 
pions  of  the  Round  Table" ;  Otis's  "Richard  of  Jamestown" 
and  others  of  the  same  series;  Carroll's  *"Alice  in  Wonder- 
land" and  ^"Through  the  Looking  Glass" ;  Kipling's  "J^^t 
So  Stories,"  "Don  Quixote"  (70  e).  The  purpose  of  much 
of  the  reading  done  in  story  hour  is  to  interest  and  acquaint 
the  children  with  the  stories  which  they  may  find  and  read  for 
themselves  in  the  Juvenile  Library.  Other  Greek  and  Roman 
stories  are  to  be  found  in  the  history  for  the  grade :  "Tales 
of  the  Greeks,"  "Tales  of  the  Romans." 

Reading — *  Selections  from  the  above  list  found  in  text- 
books used  in  the  grade.  Many  of  the  poems  are  studied  in 
both  language  and  reading  class,  Mulock's  "The  Little  Lame 
Prince."  Poetry:  Stevenson's  "Travel"  and  other  poems 
from  "A  Child's  Garden  of  Verses"  which  children  have  had 
read  to  them  or  have  memorized  in  the  lower  grades.  Eugene 
Field's  "The  Night  Wind"  (52  d) ;  "Norse  Lullaby"  (for 
study  of  figurative  language)  from  "With.  Trumpet  and 
Drum";  "Why  Do  Bells  at  Christmas  Ring?"  (52  d)  ; 
Saxe's  "The  BHnd  Men  and  the  Elephant"  (52  d)  ;  Henry 
Van  Dyke's  "The  Song  Sparrow"  (52  d) ;  Mary  Mapes 
Dodge's  "Snow"  (52  d) ;  Trowbridge's  "The  Fox  in  the 
Well"  (52  d);  Alice  Gary's  "Three  Bugs"  (52  d) ;  Emilv 
Huntington  Miller's  "The  Blue  Bird"  (52  d)  ;  Sydney 
Dayre's  "Agreed  to  Disagree"  (71  e,  52  d)  ;  Phoebe  Gary's 
"The  Leak  in  the  Dyke"  (52  d) ;  Sherman's  "The  Birds' 
Music"  (51);  Coleridge's  "Bird  Songs"  (61  d) ;  Henry  Van 
Dyke's  "A  Handful  of  Clay"  (Easter,  52  d) ;  "The  Little 
Wise  Men"  (Christmas;  School  Arts  Book,  December,  '05)  ; 
"When  the  Dogwood  Blooms"  (52  d)  ;  Selections  from 
Dallas  Lore  Sharpe's  "Winter"  and  "The  Spring  of  the  Year" 
(Library). 

♦Adaptations  of  these  selections  found  in  grade  text. 


Grade  IV  93 


Chapel — Baldwin's  "Old  Stories  of  the  East"  read  by  the 
children.  Hurlbut's  "Story  of  the  Bible"  read  by  the  teacher 
(Old  Testament  Heroes).  Selected  Psalms  which  recount 
events  in  the  history  of  Israel.  Part  of  Ps.  44,  Ps.  78,  Ps. 
99. 

Music — "Armenian  Lullaby,"  "Norse  Lullaby,"  "Japanese 
Lullaby"   (143);    "The  Wind,"  "The  Sun's  Travels"   (144). 

PLAY 

Physical  Education — Various  forms  of  tag  and  relay  races. 
(See  suggestions  in  Johnson's  Education  by  Plays  and 
Games.)  Dodge-ball,  circle-ball,  and  other  group  games 
with  basket-ball.  "The  Carrousel"  (47);  "Hopp  Morr 
Annika"  (47). 

Language — Directions  for  new  games  for  schoolroom  or 
recess;  simple  statements  dictated  by  teacher;  later  in  year 
this  w^ork  may  form  a  basis  for  letters  to  school  children  in  a 
distant  state.  Descriptions  or  accounts  of  games  in  which 
the  class  is  much  interested,  e.  g. :  football,  basket-ball,  base- 
ball, field-day  contests.  Oral  and  written  accounts  of  folk 
dances  and  folk  games  given  in  programs  in  auditorium  by 
different  grades.  Outlines  for  scenes  from  stories  read  which 
class  wishes  to  dramatize.  Plan  and  practice  of  speeches 
from  outlines — oral. 

Drawing — Free-hand  illustration;  line,  figure  and  silhou- 
ette draw^ings  of  children  in  games  and  play.  Problem  in 
enlarging  good  pose  drawings  for  blackboard  border  in  cut- 
out or  stenciled  figures. 

History — Greek  and  Roman  games  for  festival  work. 

Industrial  Work — Costumes  and  other  "properties"  for 
dramatization  of  story  from  history  or  reading.  Usually  a 
Greek  hero  tale  such  as  "Theseus"  or  "Jason"  or  scenes  from 
"The  Little  Lame  Prince." 

Geography — Playing  a  scene  from  "Life  in  Other  Lands" 
in  class,  e.  g. :  children  of  Holland,  Norway,  Japan,  Mexico 
(the  countries  chosen  depending  largely  upon  the  native  cos- 
tumes, etc.,  which  the  children  are  able  to  collect). 

SCHOOL  AND  INDIVIDUAL  NEEDS 

Industrial  Work — Covers  for  spelling  papers ;  envelopes  as 
portfolios  to  hold  written  work.     Envelopes  for  report  cards. 


94  Formulation  by  Grades 

Bags  to  hold  individual  crayons,  paints,  and  other  drawing 
materials.  Covers  for  books  loaned  for  class  work.  Canvas 
for  lettuce  bed.  Bird  house  (boys).  Aprons  (girls).  Raffia 
doll  hats. 

Arithmetic — Measurements  for  dimensions  of  covers  and 
envelopes,  allowing  for  margins  involving  fractional  parts  of 
an  inch.  Finding  cost  of  text-books  and  supplies,  reviewing 
multiplication  by  one  figure  and  introducing  multiplication  by 
more  than  one  figure;  bill  forms  involving  multiplication  of 
integer  by  mixed  numbers  and  fractions.  Estimating  size 
of  garden  plot,  room,  etc.,  and  comparing  with  actual 
measurements.  Same  work  on  cost  of  other  industrial  work 
where  material  must  be  purchased.     ( See  Seasons,  pp.  90,  92. ) 

Drazving — Decoration  and  name  block  for  book  covers, 
simple  border,  name  space,  and  possibly  one-unit  decoration  of 
original  design  or  one  adapted  from  drawing  book.  Plans 
for  bag,  book  covers,  and  apron.  Posters  for  hygiene  and 
nature  study.  Stencils  for  blackboard  borders.  In  the  second 
term,  most  of  the  blackboard  borders  are  made  by  the 
children. 

Writing — Invitations  to  school  entertainments,  letters  and 
notes  to  absent  classmates  and  teachers. 

The  above  list  includes  the  more  important  objective  needs. 
On  the  subjective  side  will  be  found  need  for  technical  skill 
in  mastering  certain  problems;  this  is  provided  for  by  drill 
and  practice,  individual  or  group,  as  required,  in  spelling,  pen- 
manship, arithmetical  combinations  and  processes,  mastery  of 
technique  of  physical  movements,  marching,  dance  steps. 

GRADE  V 

DISTINCTIVE  CHARACTERISTICS  AND  THE 
CENTERS  OF  INTEREST 

Because  of  the  intensity  of  physical  and  mental  activity  at 
this  age,  children  of  Grade  V  respond  vigorously  to  the  ob- 
jective life  about  them.  This  makes  this  period  a  markedly 
good  one  for  acquiring  an  acquaintance  with  the  processes  of 
life  by  which  results  are  obtained  and  the  reason  for  things 
as  they  are  seen.  These  characteristics  are  utilized  to  enable 
the  children  to  make  their  experience  in  real  living  the  fullest 


Grade  V  95 


and  richest  possible.  Their  broadening  experiences  and  inter- 
ests in  real  life  beyond  their  environment,  aided  by  imagina- 
tion, stories,  and  pictures,  naturally  lead  to  the  study  of  the 
manner  of  life  of  other  people. 

The  centers  of  interest  for  this  grade,  as  listed  below,  are 
used  to  enrich  and  broaden  present  life  experience. 

I.     How  Some  of  Our  Ancestors  Lived  and  Where  We 

Americans  Came  From. 
IL     North  America  To-day  (United  States  in  Detail). 

III.  Home  and  Community. 

IV.  Special  Days. 
V.     Seasons. 

VI.     Story  Life. 
VII.     Play. 
VIII.     School  Needs. 

SUBJECT  MATTER  SELECTED  AND  ORGANIZED 
ACCORDING  TO  CENTERS  OF  INTEREST 

HOW  SOME  OF  OUR  ANCESTORS  LIVED  AND 
WHERE  WE  AMERICANS  CAME  FROM 

I.  Our  Immediate  Ancestors 

History — A  limited  study  of  where  the  immediate  ancestors 
of  the  children  of  this  grade  came  from,  conditions  which 
led  to  their  coming  to  this  section  of  Virginia,  how  they  got 
here,  and  the  public  institutions  that  they  brought  with  them, 
such  as  churches  and  schools.  This  leads  to  a  study  of  the 
community  for  which  see  Home  and  Couununity. 

Language — Oral  and  written  reproduction  of  family  tra- 
ditions and  bits  of  family  history. 

II.  Our  More  Remote  Ancestors  and  the  People  Who 
Influenced  Them 

1.       OUR    ARYAN    FOREFATllERS 

Literature — The  story  of  Kablu  in  Ten  Boys,  which  pic- 
tures the  life  of  the  Aryans. 

Drauing — Copy  picture  of  Aryan  house  for  practice  in 
charcoal. 


96  Formulation  by  Grades 


2.  THE    PERSIANS 

Reading  and  Literature — Story  of  Darius  in  Ten  Boys, 
which  pictures  life  in  Persia  at  the  time  of  Cyrus  the  Great. 

Drawing — Pose  drawing  of  boy  in  Persian  costume  with 
bow  and  arrow. 

3.  THE    HEBREWS 

Bible — Migration  of  Abraham's  family  to  Canaan  and 
territory  of  Judah  and  Israel  at  time  of  greatest  extent;  re- 
view selected  stories  of  Old  Testament  preceding  the  division 
of  the  kingdom ;  Hebrew  worship  and  lack  of  sculpture  due 
to  second  commandment;  the  commandments  reviewed;  life 
among  the  Hebrews  as  told  in  stories  of  the  kingdoms  of 
Judah  and  Israel  from  Hurlbut's  ''Story  of  the  Bible" ;  prac- 
tice in  finding  reference  in  the  Bible. 

Reading  and  Literature — The  First  Psalm;  the  story  of 
Zodak,  the  Hebrew  boy,  in  connection  with  the  story  of 
Darius  in  Ten  Boys. 

4.       THE    GREEKS 

History — The  extent  of  Greek  territory  at  the  time  of 
Alexander  and  the  fact  of  the  conquest  of  Greek  territory  by 
the  Romans ;  review  of  selected  stories  from  Plutarch's  Liz'es 
of  the  Greeks;  life  in  Greece  as  told  in  the  story  of  Cleon 
from  Ten  Boys. 

Physical  Education — Greek  dances.  Some  of  the  athletic 
feats  done  at  the  Olympic  games  both  for  physical  develop- 
ment and  appreciation. 

Excursion — To  the  Normal  School  to  see  the  statue  of 
Winged  Victory  and  other  Greek  statues  and  paintings. 

Reading  and  Literature — Selections  from  Wonder  Book 
read  by  the  children,  and   Tanglewood  Tales  read  to  them. 

Bible — Paul's  sermon  on  Mars  Hill  in  Athens ;  Saint  Paul 
in  Greece  and  epistles  to  Greek  churches. 

Language — Reproduction  of  ''Phaeton",  "The  Defence  of 
Thermopylae"  or  other  Greek  stories  for  practice  in  compo- 
sition ;   spelling  of  new  words  needed. 

5.       OUR    ROMAN    COUSINS    IN    ROME    AND    IN    BRITAIN 

History — Life  in  Rome  as  told  in  the  story  of  Horatius 
from  Ten  Boys;    review  of  selected  stories  of  the  Romans 


Grade  V  97 


from  Children's  Plutarch  for  experience  in  organization  of 
ideas;    the  Roman  Conquest  of  Britain. 

Reading  and  Literature — Story  of  the  chariot  race  from 
Ben  Hur  read  to  the  children  for  appreciation  of  the  Hfe. 
^'An  Old  GaeHc  Cradle  Song"  and  "Bell  of  Atri." 

Physical  Education — Roman  May  Day  games.  A  Roman 
procession  or  festival.     Military  exercises. 

Language — Origin  of  surnames.  Origin,  spelling,  and 
abbreviations  of  the  names  of  the  months  and  of  words 
needed  in  reproduction  of  the  story  of  Horatius. 

Arithmetic — Review  of  Roman  numerals  as  a  matter  of 
information  and  for  use. 

Bible — The  facts  of  the  Roman  occupation  of  Palestine  and 
of  Saint  Paul's  Roman  citizenship  and  confinement  at  Rome. 
Hebrew  custom  of  freeing  slaves  on  the  year  of  the  Jubilee 
compared  with  that  of  the  Romans  on  the  Saturnalia. 

6.       OUR    GERMANIC    ANCESTORS 

History  and  Civics — Anglo-Saxon  and  Danish  Conquests 
of  Britain ;  extent  of  Germanic  conquests,  and  customs  of 
the  Saxons  as  told  in  the  story  of  Wulf  from  Ten  Boys. 

Reading  and  Literature — Norse  legends  reviewed.  The 
story  of  the  Nibelungen  Lied  as  given  in  ''Men  of  the  Middle 
Ages,"  for  appreciation  of  the  people. 

Language — Origin  of  the  names  of  the  days  of  the  week. 
Spelling  and  abbreviations  of  names  reviewed. 

Music— "ThQ  Norse  Lullaby"  (40  d). 

7.       OUR    NORMAN    ANCESTORS    IN    THE    MIDDLE    AGES 

History — Norman  conquest  of  England;  life  in  England 
and  Europe  in  the  Middle  Ages ;  life  in  a  mediaeval  castle  as 
told  in  the  story  of  Gilbert  from  Ten  Boys;  constant  map 
reference. 

Reading  and  Literature — ''Young  Loch  invar"  studied  for 
appreciation  of  the  picture  of  castle  life  and  read  by  the 
children. 

Language — Written  reproduction  of  the  life  of  Gilbert  and 
spelling  of  the  words  needed  in  writing  it. 


98  Formulation  by  Grades 

8.     the  discovery  and  exploration  of  the  new   world 

History — The  conditions  of  Europe  which  led  to  the  dis- 
covery of  the  New  World ;  discoveries  and  explorations  made 
by  the  Spanish,  Portuguese,  English,  French,  and  Dutch ;  the 
American  Indian;  life  in  England  at  this  time  and  European 
rivalries  which  influenced  conquest  as  told  in  the  story  of 
Roger  from  Ten  Boys  and  the  stories  of  adventures  of  the 
Elizabethan  period ;  the  beginnings  of  conquest,  including  the 
stories  of  Pizarro  in  Peru  and  Cortez  in  Mexico. 

Geography — Map  of  the  world  when  America  was  un- 
known compared  with  the  map  of  the  world  to-day;  routes  of 
explorers  and  discoverers ;  map  showing  early  notion  and 
growth  of  knowledge  of  the  New  World  compared  with  the 
map  of  the  New  World  to-day;  review  of  North  and  South 
America  as  needed ;    review  of  the  map  of  Europe. 

Language — Reproduction  of  the  life  of  Columbus  and 
spelling  of  new  words  needed  in  writing  it. 

Music — "Hardy  Norseman"  (39  c)  ;  "Norwegian  Sailor" 
(39  d);  "Sea  Song"  (39  b)  ;  "A  Sailor  Charity"  (31); 
"Columbus  Saw  Across  the  Main"  (140)  ;  "America"  (39  b). 

NORTH  AMERICA  TO-DAY 

(United  States  in  Detail) 

I.     Our  Continent  as  a  Whole 

Geography — Study  of  location,  shape,  outline,  surface,  and 
drainage ;  study  of  the  following  physical  divisions  as  to  ex- 
tent, characteristic  features,  and  climatic  conditions  in  their 
bearing  upon  plant  and  animal  life:  Atlantic  Coastal  Plain, 
Appalachian  Highlands,  Great  Central  Plain,  and  Lake 
Region,  Rocky  Mountain  Highlands  including  Great  Plateau 
and  the  Pacific  Coast  Lowlands. 

Excursions — To  study  miniature  river  basins  and  water 
sheds,  hills,  valleys,  etc. ;  to  Norfolk  and  Western  cut  to  study 
mountain  and  soil  formation. 

Industrial  Work — Sand  map  of  North  America. 

Language — Written  accounts  of  excursions  for  a  booklet, 
for  which  see  Home  and  Community,  p.  103. 


Grade  V  99 


II.     Industrial  and  Commercial  Geography  of  United 
States,  as  Based  upon  the  Physical 

1 .     agriculture 

Geography — Geographic  conditions  that  determine  the  suc- 
cess of  agriculture  and  their  relative  importance;  study  of 
wheat,  corn,  other  grains,  cane  and  beet  sugar,  rice,  cotton, 
potatoes,  fruits,  tobacco,  and  garden  products  as  to  conditions 
favorable  to  growth,  regions  where  grown,  and  chief  states 
in  regions,  uses,  cities  leading  in  exportation,  when  exported, 
and  value  of  crop  to  United  States. 

Excursions — To  flour  mills,  Farmville  Fair,  Norfolk  and 
Western  Agricultural  Train,  Nursery,  tobacco  factory;  to 
corn  field  for  selection  of  seed  corn. 

Industrial  Work — Seed  testing;  agricultural  products 
planted  for  illustration.     (See  Spring,  p.  110.) 

Elementary  Science — Life  history  of  products,  condition  of 
growth,  pollination,  qualities  of  good  seed  corn,  injurious 
insects,  birds. 

Civics — Interdependence  of  town  and  country;  duties  of 
county  demonstrator.  State  Commissioner  of  Agriculture, 
United  States  Department  of  Agriculture;  work  of  State 
Agricultural  College,  Hampton  Industrial  Institute;  bird 
laws. 

Language — Compositions  and  friendly  letters  about  excur- 
sions;   business  letters  as  needed. 

Arithmetic — Comparison  by  ratio  and  percentage  of  the  im- 
portant crops  of  Virginia  and  the  United  States  from  the 
United  States  census  bulletins  and  Handbook  of  Virginia 
relative  to  production,  acreage,  value,  etc. 

2.       GRAZING    and    DAIRYING 

Geography — Climatic  and  soil  conditions  determining  its 
distribution  and  character;  study  of  cattle  and  dairy  products, 
sheep  and  wool,  hogs,  horses  and  mules,  poultry  and  tgg  pro- 
duction, as  to  regions  of  production,  stressing  states,  uses,  cen- 
ters of  manufacture,  and  exportation,  and  value  to  United 
States. 

Excursions — To  creamery. 

Arithmetic — Related  problems. 

Elementary  Science — Principles  of  rotary  separation  and 
cold  storage. 


100  Formulation  by  Grades 


3.       LUMBERING 

Geography — Favorable  conditions,  regions  of  production, 
nature  of  forests  in  various  sections;  centers  of  manufacture 
of  furniture;  ship  building;  comparison  with  other  industries. 

Excursions — To  lumber  mill. 

Civics — Civic  value  of  trees  in  Farmville;  United  States 
forest  preserves  and  United  States  Bureau  of  Forestry. 

Reading  and  Literature — "Woodman,  Spare  That  Tree," 
Morris  (101  a),  studied  for  appreciation  and  read  orally, 
story  of  life  in  maple  sugar  regions  read  to  class;  "Tilda 
Jane,"  Saunders,  a  story  of  the  lumber  regions,  read  to  class. 

Drawing — Characteristics  of  different  kinds  of  trees 
around  Farmville  reviewed,  and  pencil  sketches  made ;  pose 
drawing  of  man  cutting  down  tree. 

Arithmetic — (See  Arithmetic  under  Home  and  Com- 
munity, p.  103.) 

4.       FISHING 

Geography — Fishing  regions:  oyster,  salmon,  mackerel, 
cod,  halibut,  seal,  whale;  importance  of  the  industry  and 
effect  in  growth  of  cities,  etc. 

Elementary  Science — Canning  to  prevent  decomposition; 
ptomaine  poisoning. 

Civics — Pure  food  laws. 

Reading  and  Literature — Selections  from  Thompson's  "In 
the  Haunts  of  Bass  and  Bream,"  and"  Breach's  "The  Silver 
Horde,"  read  to  class. 

Arithmetic — Problems  based  upon  Virginia  and  United 
States  statistics. 

5.       MINING    AND    QUARRYING 

Geography — Study  of  coal  and  iron,  gas  and  petroleum, 
marble,  slate,  granite,  and  other  building  stones,  clay  and  sand 
for  pottery  and  glass  making,  gold,  silver,  copper,  lead  and 
other  metals,  as  to  regions  of  productions,  uses,  centers  of 
manufactures,  centers  of  exportation,  etc. 

Excursions — To  Arvonia  Slate  Quarry  if  practicable. 

Elementary  Science — Principle  of  mine  lanterns;  forma- 
tion of  coal,  and  cause  of  different  kinds ;  process  of  making 
steel. 


Grade  V  101 


Language — Description  of  imaginary  trip  through  a  mine 
for  practice  in  telHng  things  vividly;  story  of  formation  of 
coal  told  as  autobiography. 

Arithmetic — Problems  in  percentage  based  upon  United 
States  statistics. 

6.       MANUFACTURING 

Geography — Summary  of  facts  already  learned  about  the 
location  and  character  of  the  great  manufacturing  industries ; 
rank  of  United  States  among  manufacturing  countries; 
reasons — raw  material,  wealth,  inventive  genius,  transporta- 
tion facilities;   great  manufacturing  cities. 

Excursions — To  tobacco  and  overall  factories,  lumber  mill 
and  other  manufacturing  plants  if  practicable. 

Civics — Labor  laws;  child  labor;  safety  of  employers; 
strikes;   tariff. 

Language — Composition  for  accuracy  of  expression,  telling 
how  to  make  various  things. 

Arithmetic — Solving  problems  in  percentage  based  upon 
United  States  statistics. 

7.       COMMERCE 

Geography — Exports  and  imports ;  facilities  for  transporta- 
tion— surface  conditions,  rivers,  lakes,  roads,  railroads, 
canals,  extended  coastline  with  good  harbors;  great  com- 
mercial centers. 

Civics — Good  roads  movement  in  Virginia;  part  taken  by 
the  Federal  government  in  the  making  of  canals,  etc. 

Arithmetic — Comparison  of  distances  and  of  rates  by  rail 
and  water.  Comparison  of  areas  and  population  of  great 
commercial  centers. 

8.       SCENIC   RESORTS 

Geography — Location  and  geographic  conditions  of  various 
important  seashore  and  health  resorts,  as  Atlantic  City, 
Saratoga  Springs,  New  York,  or  Hot  Springs,  Arkansas ;  and 
regions  visited  for  scenic  features  or  historic  interest,  as 
Niagara  Falls,  Grand  Canyon,  etc. 

Language — Description  of  Colorado  Canyon  or  Niagara 
Falls. 


102  Formulation  by  Grades 


III.     The  United  States  by  Groups  of  States 

Geography — A  summary  and  reorganization  of  subject 
matter  of  previous  study  according  to  groups  of  states,  em- 
phasizing the  physical  features,  resources,  industries,  and 
important  cities  in  each  of  the  following  groups :  New  Eng- 
land, Middle  Atlantic,  Southern,  Central,  and  Western. 

History — Incidental  history  of  the  exploration,  settlement, 
and  growth  of  each  section;  special  study  of  Spanish  and 
Portuguese  explorations  and  settlements  in  the  Southern  and 
Western  sections.  ( See  History  under  Where  We  Americans 
Came  From,  pp.  95,  98.) 

IV.     Other  Countries  of  Our  Continent 

1.  CANADA 

Geography — Products  and  industries  as  determined  by 
physiography  and  climate;  exports  and  imports;  transporta- 
tion- routes;  commercial  centers;  government  and  people. 
Constant  comparison  with  United  States. 

2.  MEXICO 

Geography — Study  of  climate,  as  affected  by  heat  belts, 
winds,  and  altitude;  products  of  temperate  and  semi-tropical 
regions;  industries;  exports  and  imports,  with  special  refer- 
ence to  United  States;  people,  race  and  language;  govern- 
ment. 

History — Spanish  explorations  and  settlements  in  Mexico. 
(See  History  under  Where  W e  Americans  Came  From,  p.  98.) 

3.        CENTRAL    AMERICA 

Geography — Taken  up  in  much  the  same  way  as  Mexico; 
special  study  of  commercial  products  not  found  in  United 
States,  as  rubber,  coffee,  cocoa,  etc.  The  countries  of  Central 
America  considered  briefly,  special  attention  being  given  to 
Mexico. 

V.     Our  Home  State,  Virginia 

Geography — Study  of  the  physical,  industrial,  and  com- 
mercial geography  of  Virginia  by  physiographical  divisions. 

(See  How  Some  of  Our  Ancestors  Lived  and  Where  We 
Americans  Came  From,  p.  95.) 


Grade  V  103 


Arithmetic — Averaging  temperature  for  the  month; 
measuring  the  number  of  inches  of  rainfall;  problems  in  per- 
centage, bringing  out  the  increase  in  different  industries  in 
Virginia  and  comparison  with  other  states. 

HOME  AND  COMMUNITY 

Civics  and  History — City  government  of  Farmville; 
sources  of  money  for  public  purposes;  city  council;  county 
court;  census;  post-office  (See  Christmas  in  Special  Days); 
civic  beauty  of  town;   bird  laws  (See  Seasons). 

Geography — Reasons  for  location  of  Farmville  reviewed. 

Elementary  Science — Regulation  of  ventilation,  heating, 
lighting;  ice  manufacture;  how  to  prevent  accidents  caused 
by  carelessness;  what  to  do  in  cases  of  emergencies,  using 
Gulick's  Emergencies  as  the  text-book. 

Industrial  Work — Sewing  bags  and  equipment;  work  done 
by  boys'  club  in  workroom ;  kites.  ( See  Christmas  in  Special 
Days  for  other  work  done  for  use  outside  of  school.) 

Language — Brief  history  of  the  town  written  for  a  book- 
let ;  conversation  lessons  on  the  books  read  at  home  during 
the  winter  and  the  summer.  Conversation  lessons  on  home 
and  community  projects. 

Drawing — Chart  of  town. 

Arithmetic — Individual  expense  accounts.  Measurements 
needed  in  making  garden  and  flower-beds. 

SPECIAL  DAYS 

Patrons'  Day 

For  typical  Patrons'  Day  program  as  given  by  Grade  V, 
see  page  283. 

Hallowe'en 

Language — A  conversation  lesson  on  negro  superstitions  to 
stimulate  the  children's  interest  and  desire  for  expression  and 
to  afford  the  teacher  an  opportunity  to  study  the  children's 
usage.  Written  reproduction  of  a  ghost  story  for  suggestive 
scenes  and  words  suited  to  the  theme,  and  an  original  ghost 
story  for  choice  of  words  and  scenes.  The  stories  put  into  a 
booklet. 


104  Formulation  by  Grades 

Drawing — Decoration  of  cover  for  booklet  containing  ghost 
stories  for  practice  in  processes  listed  for  the  grade.  Board 
decoration  in  which  the  children  use  but  do  not  design  stencils 
of  witches,  Jack-o'-lanterns,  ghosts,  black  cats,  or  other  Hal- 
lowe'en symbols,  for  practice  in  crayon  and  study  of  space 
division,  as  well  as  for  consciousness  of  appropriate  symbols. 

Excursions — If  practicable,  a  night,  ghost  or  lantern  excur- 
sion with  teacher  for  wholesome  fun  and  discouragement  of 
lawlessness. 

Manual  Training  —  Jack-o'-lanterns  of  paper  boxes  for 
room  decoration  to  learn  how  to  make  and  paste  the  socket 
for  the  candle. 

M?mV— "Hallowe'en"  (39  d). 

Thanksgiving 

History — For  intelligent  appreciation  of  the  day,  the  story 
of  the  first  Thanksgiving  in  New  England,  with  emphasis 
upon  the  Indians  as  constituting  an  important  part  of  the  his- 
toric setting. 

Literature — Study  of  "Hiawatha"  for  appreciation  of  the 
poem  and  of  Indian  Hfe.  Dramatization  of  parts  of  "Hia- 
watha" or  other  program  illustrating  Indian  life. 

Drawing — Expression  drawing  for  clear  impression  of  pic- 
ture writing  as  described  in  "Hiawatha."  Design  for  pro- 
gram cover  for  practice  in  processes  listed  for  the  grade.  If 
needed,  board  decoration  consisting  of  stencil  drawings  of  In- 
dians, Indian  corn,  or  other  objects  illustrating  Indian  life,  for 
appreciation.  Painting  of  pumpkin  as  in  text  for  study  in 
color. 

Manual  Training — Costumes  and  other  program  needs  in- 
volving processes  listed  for  grade. 

Music — "The  First  Thanksgiving  Dav"  (20),  "Thanksgiv- 
ing" (40  c),  "Indian"  (26),  "Harvest  Song"  (44). 

Language — A  conversation  about  past  Thanksgiving  ex- 
periences to  arouse  interest  and  desire  for  expression.  Orig- 
inal written  composition  for  naturalness  and  spontaneity  on 
the  "Autobiography  of  a  Thanksgiving  Turkey,"  or  other  sim- 
ilar theme  of  interest  to  the  children. 

Reading — Review  and  recitation  of  Child's  "Thanksgiving 
Day,"  Three  Years  With  the  Poets,  with  special  effort  to 
avoid  the  sing-song  effect. 


Grade  V  .  105 


Physical  Education — "Reap  the  Flax,"  Burchenal  (47),  for 
muscular  control  and  appreciation  of  the  harvesting  industries. 

Christmas 

Manual  Training — Christmas  presents.  Suggestive :  Bread 
board,  articles  printed  with  rucco  blocks,  box  with  lid  for  vari- 
ous purposes,  whittled  paper  cutter,  card  catalog  case,  binder 
for  stories  and  poems,  bulbs  in  bowls,  crocheted  hairpin  holder 
or  doll  costume,  handwork  in  sewing,  and  other  articles  in- 
volving processes  Hsted  for  the  grade.  Values:  Appreciation 
of  the  season,  purposive  effort,  using  of  ideas,  skill  in  pro- 
cesses and  use  of  tools. 

Drawing — Decoration  of  presents  involving  the  use  of  sten- 
cil designs  already  made,  making  a  stencil  design,  transfer- 
ring outline  designs  to  cloth,  printing  articles  with  rucco 
blocks,  lettering,  spacing,  pattern  drawing  for  a  Christmas 
box  of  some  sort.  Emphasis  upon  beauty  of  coloring  and 
general  attractiveness  of  product.  Study  Murillo's  ''Holy 
Family,"  "Children  of  the  Shell,"  and  "St.  John  and  the 
Lamb,"  for  appreciation.. 

Arithmetic — Problems  based  upon  the  purchase  and  mak- 
ing of  presents,  for  practice  in  fundamental  processes,  and 
study  of  some  phase  of  fractions.  Finding  number  of  days 
before  Christmas  and  in  the  holiday  to  increase  skill  in  count- 
ing time. 

Excursions — Individual  excursions  to  stores  and  bazaars 
for  suggestions  for  presents. 

Language — Copying  poems  for  binder  to  teach  correct  plac- 
ing of  poetry  on  a  page,  to  give  practice  in  spelling  in  con- 
nected discourse,  and  in  writing  on  unruled  paper.  Christmas 
letters  to  friends  to  teach  selection  of  material  from  the  stand- 
point of  the  reader  and  to  review  letter  forms.  Notes  of  invi- 
tation and  acceptance,  and  business  letters  ordering  gifts  or 
materials  as  new  types  of  letter  forms.  Addressing  of  pack- 
ages to  learn  how,  legibility  and  accuracy  being  emphasized. 
Life  of  Murillo  studied  in  connection  with  his  pictures  and  re- 
produced orally  by  outline  for  practice  in  making  an  outline. 

Civics — Study  of  post-office. 

Literature — Wiggin's  "The  Bird's  Christmas  Carol"  read 
to  the  children  for  enjoyment  of  good  literature  and  for  un- 
conscious effect  upon  ideals  of  Christmas  joy;  Lane's  "Hilda's 


106  .         Formulation  by  Grades 

Christmas,"  Poulsson's  ''While  Stars  of  Christmas  Shine," 
and  Thaxter's  'Ticcola,"  Three  Years  With  the  Poets,  stud- 
ied by  the  children  for  the  same  purposes.  Moore's  ''A  Visit 
From  St.  Nicholas"  rememorized  from  Second  Grade  for  its 
worth.  The  following  from  Hazard's  Three  Years  With  the 
Poets,  studied  for  appreciation  both  of  the  poems  and 
of  the  religious  significance  of  the  day:  Poulsson's  'The 
First  Christmas,"  "As  Joseph  Was  a-Walking,"  Mulock's 
"A  Christmas  Carol,"  Tate's  "While  Shepherds  Watched 
Their  Flocks  by  Night,"  Herrick's  "Christmas  Carol,"  Low- 
ell's "A  Christmas  Carol,"  Brooks's  "O  Little  Town  of  Beth- 
lehem." Two  of  the  above  poems  selected  by  the  children 
and  memorized  both  for  their  own  worth  and  to  make  the 
children  conscious  of  a  method  of  memorizing. 

Reading — Oral  reading  of  the  above  poems  to  stress  ex- 
pression of  the  meaning  and,  therefore,  to  avoid  the  sing-song 
due  to  rhythm. 

Music — "Christmas  Eve"  (18),  "Gather  Round  the  Christ- 
mas Tree"  (18),  "Christmas  Chimes"  (40  c),  "Old  Christ- 
mas" (40  c),  Redner's  "Little  Town  of  Bethlehem"  {Z7  or 
42),  "As  Joseph  Was  a-Walking"  (26). 

Physical  Education — "Dan  Tucker,"  Bancroft  (46),  for 
muscular  control. 

Note — When  the  children  reach  the  Fifth  Grade  they  have 
received  presents  until  they  are  inclined  to  expect  them  as  a 
right,  to  resent  not  receiving  them,  and  to  appreciate  them  in 
proportion  to  their  monetary  value.  There  is  also  a  strong 
tendency  to  club  for  official  presents.  In  order  to  develop 
high  ideals  along  these  lines,  Christmas  giving  and  receiving 
are  discussed  in  class  from  the  ethical  point  of  view,  and  mem- 
ory gems  expressing  the  desirable  Christmas  spirit  are  learned. 
"Who  gives  himself  with  his  gift  feeds  three. 
Himself,  his  hungering  neighbor,  and  Me." — Loivell.    . 

"On  Christmas  Time,"  by  Dickens;  Hazard's  Three  Years 
zvith  the  Poets. 

New  Year 

M«^/c— "New  Year's  Song"  (39  c). 

Literature — Tennyson's  "New  Year's  Eve,"  Three  Years 
With  the  Poets,  for  poetic  appreciation  and  elevation  of  ideals. 


Grade  V  107 


Lee's  Birthday 

History — Personal  incidents  of  Lee's  life  read  to  the  chil- 
dren from  Williamson's  Life  of  Lee  for  acquaintance  with 
the  man  and  love  for  him  as  a  man;  also  for  unconscious  ele- 
vation of  personal  ideals  and  of  the  ideal  of  loyalty  to  the 
South. 

Language — ''What  I  Live  For,"  McGuffey's  Fifth  Reader^ 
as  a  beautiful  way  to  express  some  things  Lee  lived  for.  One 
stanza  memorized  to  clinch  the  ideal  and  the  music  of  the 
rhyme. 

Literature — Page's  Two  Little  Confederates  read  to  the 
class  to  cultivate  a  love  for  good  stories,  to  help  the  children 
appreciate  life  conditions  in  the  South  during  the  war,  and  to 
show  that  loyalty  for  the  South  does  not  conflict  with  per- 
sonal friendships  with  people  of  the  North. 

Music — ''The  Bonnie  Blue  Flag,"  Virginia  Journal  of  Edu- 
cation, January,  1911 ;  "I'se  Gwine  Back  to  Dixie." 

Drazving — Stencil  drawing  of  Confederate  flag  for  board 
decoration  to  acquaint  the  children  with  the  flag  and  to  make 
them  conscious  of  the  outline  of  a  waving  or  folded  flag. 

Physical  Education — Military  marching  for  muscular  con- 
trol and  development  of  the  sense  of  rhythm. 

St.  Valentine's  Day 

Drawing — Valentine  forms  and  decorations  criticized  by 
the  children.  Pretty  designs  and  refined  pictures  suggested. 
Decoration  of  valentines  for  originality  of  selection,  beauty 
of  color,  and  practice  in  the  use  of  water  colors. 

Language — Criticism  and  improvement  of  valentine  verses 
as  to  content  and  form,  for  appreciation  of  refinement, 
rhythm,  and  rhyme. 

Mw^tc— "Valentine's  Day"   (26),  "My  Valentine"   (21). 

Literature — Whittier's  "In  School  Days"  studied  for  ap- 
preciation and  memorized  by  large  thought  units.  Scott's 
"Young  Lochinvar"  read  to  the  children  to  encourage  respect 
for  sentiment.  "True  Love  Requited"  and  Lear's  "The  Owl 
and  the  Pussy  Cat"  for  enjoyment  of  the  season. 

Reading — The  above  poems  for  expression  of  feeling  and 
distinctness  of  enunciation. 


108  Formulation  by  Grades 

Washington's  Birthday 

History — Information  about  Washington's  private  life  told 
or  read  to  the  children  for  appreciation  of  the  man  and  of  his 
unofficial  service  to  his  country. 

Language — Reproduction  for  booklet  of  an  incident  of 
Washington's  private  life  for  improving  oral  and  written  sen- 
tence structure.  Copying  for  booklet  of  selected  maxims  for 
emphasis  upon  paragraph  indentations  and  margins  and  prac- 
tice in  writing  on  unruled  paper. 

Music — ''Uncrowned  Kings"  (32),  ''Columbia,  the  Gem  of 
the  Ocean"  (40  c),  "America"  (40  c). 

Drawing — Cover  design  for  booklet. 

Physical  Education — If  needed  for  general  school  program, 
military  marching  for  muscular  control  and  expression  of 
rhythm. 

Easter 

Language — An  information  and  conversation  lesson  about 
Easter  church  music  and  choir  boys,  for  a  wider  interest,  ap- 
preciation of  singing  as  an  accomplishment  for  boys,  and  for 
improvement  in  language  through  unconscious  imitation  of 
the  teacher's  usage.  The  life  of  Haydn  read  in  connection 
with  the  choir  boys  and  reproduced  orally  for  practice  in  talk- 
ing connectedly  by  outline. 

Mw^fc— ''Easter"  (26);  "The  Choir  Boy,"  Armstrong; 
"Lift  Your  Voices"  (37). 

Drawing — Study  Anderson's  "Choir  Boys"  for  apprecia- 
tion.    Pose  drawing  of  a  choir  boy. 

May  Day 

Music — "Now  Is  the  Month  of  Maying"  (40  c\  "May 
Time"   (40  c). 

Physical  Education — "May  Pole  Dance,"  Burchenal  (47), 
for  muscular  control  and  grace  of  movement. 

Language — Copying  program  for  form  and  adaptation  of 
writing  to  a  given  space.  Account  of  the  exercises  written  for 
the  paper  as  a  type  of  useful  composition  requiring  accuracy 
and  ease.  Oral  and  written  reproduction  of  Roman  May  Day 
as  in  Andrews's  Ten  Boys  for'  sentence  structure  and  use  of 
other  connectives  than  "and,"  "so,"  "then." 

Drawing — Program  cover  or  poster. 


Grade  V  109 


SEASONS 
Fall 

Reading  and  Literature — Read  and  memorized :  "Septem- 
ber" (58)  ;  "October's  Bright  Blue  Weather"  (58).  Read  by 
the  children  for  appreciation  of  the  season :  "Robin  Red- 
breast" and  other  fall  poems  from  Three.  Years  With  the 
Poets. 

Language — The  oral  and  written  reproduction  of  the  story 
of  the  life  of  Helen  Hunt  Jackson  in  connection  with  the 
study  of  her  poems.  The  use  of  topical  outlines  emphasized. 
Oral  and  written  compositions  on  fall  topics. 

Music — Songs  taught  by  rote:  "Frosty  Days"  (40  b) ; 
"October's  Bright  Blue  Weather"  (40  c) ;  "The  Oak  and  the 
Streamlet"  (140);   "The  Brook"  (140). 

Opening  Exercises — The  migration  of  the  birds  and 
reasons  and  methods  for  their  protection  discussed. 

Drawing — Fall  landscapes,  flowers,  fruits,  and  trees 
studied  for  form  and  color,  and  made  the  basis  for  original 
drawings.  Plan  for  cold  frame  for  practice  in  mechanical 
drawing. 

Geography — Observation,  record,  and  summary  of  one 
month,  as  to  winds,  temperature,  length  of  day  and  night,  and 
length  of  noon  shadow.  Observations  of  this  angle  of  the 
sun  at  the  equinox  and  the  explanation  of  the  seasons  studied 
more  fully. 

Arithmetic — Averages  found  in  connection  with  weather 
records.  Angle  measurements,  needed  in  measuring  the  sun's 
shadow.     Measurements  for  cold  frame. 

Manual  Training — Cold  frame  and  window-box  made. 

Gardening — Vegetables  harvested  and  flowers  planted  in 
cold  frame. 

Physical  Education — Football  and  basket-ball. 

Excursions — To  see  flower  and  vegetable  gardens. 

Winter 

Elementary  Science — Ventilation  and  heating  of  classroom 
studied  in  order  that  they  may  be  regulated.  The  treatment 
of  frost  bites  and  chilblains. 


110  Formulation  by  Grades 

Geography — The  difference  between  the  sun's  angle  in 
winter  and  in  summer  studied  in  connection  with  the  winter 
solstice,  and  a  review  of  the  explanation  of  the  seasons. 

Reading  and  Literature — Poems  read  for  appreciation  and 
mastery  of  mechanical  difficulties  of  reading:  ''The  Snow 
Bird,"  Sherman  (58)  ;  "Winter  Rain,"  Rossetti  (58)  ;  "Win- 
ter," Tennyson  (58)  ;  "Winter  and  Spring,"  from  Hiazvatha. 
Other  winter  poems  from  Three  Years  With  the  Poets. 

Music— RoiQ  songs:  "Winter"  (40  b)  ;  "The  Snow  Man" 
(40  c);  "Snowflakes"  (41  d).  Taught  from  sight:  "The 
North  Wind"  (40  b). 

Arithmetic — The  cost  of  winter  fuel  and  clothes  found  for 
drill  in  the  fundamental  processes  in  decimals. 

Gardening — Bulbs  planted  in  bowls  for  room  decoration. 

Drawing — Winter  scenes,  made  basis  for  sketches  of 
original  landscapes. 

Spring 

Reading  and  Literature — Poems  studied  for  appreciation : 
"March,"  Celia  Thaxter  (58);  "March,"  Bryant  (120); 
"March,"  Larcom  (58)  ;  "The  Cloud,"  Shelley  (141).  Read 
to  develop  the  power  of  comprehension  and  expression :  "The 
Wind,"  Stevenson  (142  d)  ;  "Spring  Has  Come,"  Holmes 
(58). 

Language — Celia  Thaxter's  life  reproduced  in  connection 
with  her  poems,  "Spring"  and  "The  Sandpiper."  Conversa- 
tion lessons  on  subjects  connected  with  the  season  for  beauty 
and  variety  of  expression  based  upon  nature. 

Music — "Hev-Ho-Hey,"  Arthur  Richards  (98)  ;  "Spring 
Song"  (41  b)  ;'  "The  March  Wind"  (41  b)  ;  "Spring  Rain" 
(40  c)  ;  "In  the  Woods"  (40  c)  ;  "Pussy  Willow's  Secret" 
(98). 

Drawing — Birds  painted  as  in  text-books.  Pose  drawing 
of  boy  in  baseball  suit. 

Physical  Education — Games:  "Basket-ball"  (46);  "Base- 
ball"; "Goal  Relay"  (46);  "Dodge  Ball"  (46);  "Relay 
Race"  and  spinning  tops  taught  (46). 

Manual  Training — Kites  and  support  for  vines  made. 

Gardening — Flowers  and  vegetables  planted  and  cared  for. 

Elementary  Science — Laws  governing  the  flying  of  a  kite 
and    the   spinning   of   tops    studied.      Germination   of    seeds. 


Grade  V  111 


Seed  testing".  Fertilizing.  Illustration  of  pollination  b}* 
wind,  as  with  alder  tassels;  and  by  bees,  as  with  fruit  blos- 
soms. Birds  identified  and  studied  for  familiarity  with  names 
and  habits. 

Geography — Change  of  seasons  reviewed  in  connection 
with  the  study  of  the  vernal  equinox. 

Civics — Ordinances  of  Farmville  relative  to  playing  ball  in 
the  streets.  Bird  laws  in  Virginia  and  Prince  Edward 
County. 

Arithmetic — Measurements  in  connection  with  making 
kites  and  with  planting  the  garden.  Percentage  of  live  seed. 
Estimating  quantity  of  fertilizer  for  agricultural  products. 

Opening  Exercises — Verses  from  "The  Song  of  Solomon." 

STORY  LIFE 

Only  a  small  part  of  the  literature  that  helps  in  the  centers 
of  interest  is  given  below.  This  is  because  the  literature 
selected  for  them  affords  much  help  for  story  Hfe.  Only  that 
which  does  not  help  some  other  center  of  interest  to  a  notable 
degree  is  listed  here. 

Reading  and  Literature — Poems  read  by  the  children: 
"The  Planting  of  the  Apple  Tree,"  Bryant  (58)  ;  "The  City 
Child,"  Tennyson  (58)  ;  "A  Boy's  Song,"  Hogg  (58)  ;  "The 
Shepherd,"  Blake  (58).  Stories  read  to  the  children:  "Lives 
of  the  Hunted"  and  "Wild  Animals  I  Have  Known," 
Seton-Thompson ;  "Little  Men,"  Alcott.  Read  by  the  class: 
"The  Hoosier  Schoolboy,"  Eggleston. 

Language — Description  of  favorite  characters  in  stories. 
Reproduction  of  descriptive  and  narrative  selections.  (For 
original  stories  see  Special  Days,  p.  103.) 

Drazinng — Illustrations  for  original  stories. 

PLAY 

Arithmetic — Multiplication  and  divison  games;  fraction 
games ;  speed  contests ;  matches  on  Roman  numerals  and 
fundamentals. 

Language — Spelling-matches;  explanation  of  rules  for 
games. 

Reading  and  Literature — Dramatization  of  "Hiawatha." 
(See  Thanksgiving,  p.  104.) 


112  Formulation  by  Grades 

History  and  Civics — Masquerade  Party,  using  costumes  of 
ancestors  of  different  ages ;  mock  trial ;  city  council  meeting ; 
knighting  a  knight. 

Geography — "Kaleidoscope,"  a  game  for  drill  in  names  and 
facts. 

Physical  Education — Folk  dances:  "Dan  Tucker"  (25); 
"May  Pole  Dance"  (47)  ;  "Dancing  Topsy"  (34)  ;  "Stra- 
sak"  (47);  "Bleking"  (118);  "English  Harvesters'  Dance" 
(118);  "Schottische"  (118).  Singing  games :  "How  Many 
Miles  to  Babylon?"  (46) ;  "The  Bold  Riders"  (25)  ;  "French 
Flower  Round"  (25);    "Swiss  May  Dance"  (25). 

Games:  "Basket-ball,"  "Indian  Club,"  "Relay  Race," 
"Dodge  Ball,"  "All-Up-Ready  Race,"  "Last  Man,"  "Desk 
Relay,"  "Recognition,"  "Circle  Seat  Relay,"  "Jump  the  Bean 
Bag,"  "Word  Tag,"  "Circle  Dodge  Ball,"  "Stride  Ball,"  all 
found  in  (46). 

SCHOOL  NEEDS 

Arithmetic — Measurements  and  computations  as  needed  in 
the  industrial  work.  Finding  ages  of  pupils  in  September  for 
entrance  in  roll-books.  Standardizing  the  room  thermometer. 
Finding  the  percentage  of  pupils  absent,  late,  or  perfect  in  at- 
tendance and  punctuality.  Computing  window  and  floor  space 
to  compare  with  State  Requirement  for  schools.  Estimating 
the  amounts  of  various  school  materials  to  be  ordered.  Find- 
ing the  percentage  of  spelling  words,  or  test  question  answers. 

Language — Alphabetical  arrangement  of  names  for 
records.  Discussion  of  school  projects.  Tests  and  topical 
recitations,  oral  and  written.  Dictation  of  daily  assignments. 
Writing  of  letters  for  school  purposes.  Spelling  as  needed 
in  school.  Oral  usage  and  other  exercises  in  refining 
language  as  necessary  for  social  requirements  in  school.  (See 
Home  and  Community.) 

Civics — Parliamentary  usage  in  meetings  for  general  busi- 
ness and  duties  of  officers  in  school  clubs. 

Reading — Stories  or  poems  to  entertain  another  class  or 
visitors. 

Industrial  Work — Backs  for  booklets.  Finders  for  draw- 
ing. Table  cover.  Care  for  pot  plants.  Care  of  school 
yard  and  garden. 


Grade  VI  113 


Excursion — Oiit-of -school  excursions  to  get  flowers  or  soil 
and  other  materials  used  in  the  industrial  work. 

Physical  Education — Exercises  between  classes  for  relaxa- 
tion or  for  consumption  of  surplus  energy.  Working  posture 
for  health  and  efficiency.  Incidental  expression  of  thought 
through  body  movement.     For  games  see  Play. 

Music — Songs  for  school  devotional  exercises  and  assem- 
bly: 'The  Morning  Light  Is  Breaking,"  ''O  Worship  the 
King,"  ''Work,  for  the  Night  Is  Coming,"  "Now  Thank  We 
All  Our  God,"  "Praise  to  God,  Immortal  Praise,"  "All  That's 
Great,  and  Good,  and  True,"  "As  Pants  the  Wearied  Hart," 
all  found  in  (99);  "If"  (140);  "The  Soft-Shell  Crab" 
(140). 

Drazmng — Designs  for  table  cover,  school  calendar,  assem- 
bly posters,  or  booklet  covers  for  school  work. 

GRADE  VI 

DISTINCTIVE  CHARACTERISTICS  AND  THE 
CENTERS  OF  INTEREST 

All  the  tendencies  listed  above  as  educative  capital  for  the 
intermediate  period  have  been  taken  into  consideration  in  the 
selection  of  the  subject  matter  for  Grade  VI. 

By  the  time  children  reach  this  grade,  they  are  old  enough 
to  have  their  interests  directed  into  definite  channels,  and  to 
be  led  to  set  up  some  of  the  more  far-reaching  aims  of  study 
listed  in  the  above  group  statement.  They  are,  therefore, 
easily  led  to  become  interested  in  gaining  information  and 
general  culture,  as  an  aim  of  study,  and  through  this  interest, 
as  well  as  through  their  natural  curiosity  and  desire,  to  find 
out  the  ivhy  of  the  objects  and  conditions  around  them.  The 
special  Center  of  Interest  chosen  for  the  grade,  Our  Heritage 
and  the  Nations  to  Which  We  Are  Indebted,  makes  a  strong 
appeal  to  them.  Naturally,  under  this  center  a  brief  history 
of  each  of  the  civilizations  that  have  contributed  to  ours  is 
given,  and  the  geography  of  the  various  countries  of  Europe 
is  studied  largely  with  a  view  to  finding  out  what  each  has 
contributed  to  civilization  and  why.  In  this  connection  an 
effort  is  made  to  bring  the  children  to  realize  the  interde- 
pendence of  nations  and  individuals.  Since  literature,  art, 
and  music  are  among  our  most  valuable  heritages,  an  oppor- 


114  Formulation  by  Grades 

tunity  is  afifordecl  to  bring  into  the  course  a  wealth  of  appro- 
priate material  along  all  these  lines,  which  is  desirable  both 
because  of  its  cultural  value  and  because  of  its  value  in  aiding 
the  development  of  the  emotional  and  aesthetic  side  of  the 
children's  natures,  which,  while  strongest  in  the  next  period, 
should  not  be  neglected  in  this.  As  part  of  our  heritage  from 
individuals,  the  principles  of  sanitation  and  the  notable  inven- 
tions that  affect  the  lives  of  the  children  are  emphasized. 
Because  it  is  felt  that  the  ends  to  be  accomplished  in  working 
through  this  Center  of  Interest  are  so  important,  and  because 
it  seems  desirable  to  make  use  of  the  interest  already  aroused, 
much  of  the  work  done  under  Special  Days  and  Seasonal 
Changes  is  selected  so  that  it  is  along  the  same  line.  The 
Centers  of  Interest  chosen  are: 

I.     Our   Heritage   and   the   Nations   to   Which   We   Are 

Indebted. 
II.     The  Beginnings  of  Our  Nation. 

III.  Home  and  Community. 

IV.  Special  Days. 
V.     Seasons. 

VI.     Story  Life. 
VII.     Plav. 
VIII.     School  Needs. 

SUBJECT  MATTER  SELECTED  AND  ORGANIZED 
ACCORDING  TO  CENTERS  OF  INTEREST 

OUR  HERITAGE  AND  THE  GREAT   NATIONS   TO 
WHICH  WE  ARE  INDEBTED 

Note. — Since  the  geographic  conditions  of  a  country  so  largely  de- 
termine her  history  and  the  extent  of  her  influence  upon  other  countries, 
geography  is  one  of  the  most  important  subjects  taught  under  this  Center 
of  Interest,  and  it  is  taught  always  from  the  standpoint  of  its  effect  upon 
the  development  of  the  country,  and  our  consequent  heritage  from  her. 

L     The  Ancients 

History — Brief  review  of  work  of  Grade  V,  in  which  our 
civilization  is  traced  back  to  the  ancients ;  simple  study  of  the 
civilizations  of  the  Hebrews,  Babylonians  and  Assyrians, 
Arabians,  Egyptians,  Greeks,  and  Romans,  with  emphasis 
upon  what  each  has  contributed  to  our  civilization,  especially 
Greece  and  Rome.  Famous  men  of  Greece  and  Rome  re- 
viewed as  needed. 


Grade  VI  115 


Geography — General  view  of  Eurasia  as  the  part  of  the 
world  where  civilization  started  and  developed,  with  empha- 
sis upon  the  surface  as  one  of  the  leading  factors  in  determin- 
ing the  direction  in  which  civilization  moved ;  sand  map 
made ;  geographic  conditions  of  Assyria,  Babylonia,  Egypt, 
and  Palestine  as  they  affected  the  development  of  these 
countries  (See  Geography  under  Palestine,  p.  125);  geog- 
raphy of  Greece  and  Italy  as  an  aid  in  determining  why  they 
have  been  able  to  so  influence  civihzation.     (See  Italy,  p.  117.) 

Language — Lesson  for  appreciation  on  the  Bible  as  litera- 
ture. Ps.  23  interpreted  and  memorized.  Other  selections, 
chosen  by  class,  memorized.  Stories  from  Famous  Men  of 
Greece  and  Famous  Men  of  Rome  reproduced  briefly,  for 
practice  in  talking  fluently  and  interestingly  and  to  the  point; 
written  composition  on  the  earliest  books,  the  clay  tablet,  the 
wax  tablet,  and  the  scroll,  for  practice  in  correct  form  and  in 
sentence  structure. 

Reading  and  Literature — Simple  study  of  the  Iliad  and 
Odyssey  as  a  splendid  heritage  from  the  Greeks.  Selections 
from  the  originals  read  to  class.  Selections  from  the  poetical 
books  of  the  Bible  studied  and  read  orally. 

Drazi'ing — Egyptian,  Greek,  and  Roman  units,  as  the  lotus 
lily,  the  acanthus,  etc.,  studied  for  appreciation  and  used  in 
making  designs  for  blackboard  border,  book  cover,  or  port- 
folio. The  three  styles  of  Greek  architecture  studied  and  a 
sketch  of  a  Doric  column  made  for  practice  in  pencil  work. 

Excursions — To  examine  and  compare  different  styles  of 
architecture  in  Farmville. 

Industrial  Work — Clay  books,  scrolls,  and  wax  tablets 
made,  for  practice  in  clay  modeling. 

Music — Ps.  22i  sung  to  tune  of  Portuguese  Hymn. 

Bible — Study  of  the  Kingdoms  of  Israel  and  Judah  as 
given  in  Hurlbut's  Bible  Stories.  (See  Bible  for  Grade  VI, 
p.  171.) 

Arithmetic — Dates  added  and  subtracted,  distances  meas- 
ured on  map,  and  areas  estimated,  as  needed  in  history  and 
geography. 

2.     Western  Europe  During  the  Middle  Ages 

History — Overthrow  of  Roman  Empire  by  the  Germanic 
tribes,  the  beginning  of  the  nations  of  western  Europe,  with 


116  Formulation  by  Grades 

special  emphasis  upon  the  far-reaching  influence  of  Charle- 
magne's Empire,  the  newer  civilization  that  developed,  and 
the  elements  of  which  it  was  made  up;  the  spreading  of  this 
civilization  into  England  as  the  result  of  the  Norman  Con- 
quest. Feudalism,  age  of  knighthood,  and  the  Crusades  re- 
viewed and  the  significance  of  each  noted;  the  remarkable 
influence  and  power  of  the  Roman  church  as  a  unifying  and 
conserving  agency  emphasized.  Summary  of  elements  in  our 
civilization  which  we  owe  to  the  Germanic  tribes.  (See 
History  under  Great  Britain,  p.  118.) 

Geography — The  surface  and  drainage  of  Europe  as  they 
affected  the  history  of  western  Europe  at  this  time,  with 
emphasis  upon  the  Alps  as  barriers  and  as  the  source  of  great 
rivers,  and  upon  the  Pyrenees  as  barriers  against  the 
Mohammedans.  The  growth  and  importance  of  Venice  and 
Constantinople  after  the  Crusades.  (See  Geography  under 
France,  p.  117,  Germany,  p.  119,  Great  Britain,  p.  118,  and 
India,  p.  123.) 

Literature  and  Reading — The  story  of  Siegfried  and  the 
Nibelungen  Lied  (152  or  154)  studied  as  one  of  the  classics 
of  the  early  Germanic  people,  and  used  partly  for  silent  and 
partly  for  oral  reading.  (See  Literature  under  Christinas,  p. 
128.)  The  influence  of  the  age  of  chivalry  upon  literature 
studied  simply,  using  selections  from  Tennyson,  Lowell, 
Scott,  etc. 

Drawing — The  picture  of  Sir  Galahad  by  Watts  studied. 
Medieval  architecture  studied  simply,  using  pictures,  especi- 
ally those  of  the  Gothic  cathedrals.  Rose  window  designed. 
An  Old  English  capital  letter  drawn  and  decorated.  ( See 
Industrial  Work  below.) 

Language — The  story  of  Siegfried  reproduced  orally  for 
practice  in  neglecting  minor  details  in  making  a  long  story 
short;  several  lessons  on  giving  the  gist  of  a  story,  for  which 
a  need  was  discovered  in  this  w^ork  (See  Language  under 
Great  Britain,  p.  118.) 

Industrial  Work — Simple  study  of  tapestry  weaving,  and 
some  of  the  noted  tapestries  of  the  world  discussed.  The  kind 
of  books  made  by  medieval  works  compared  with  those  of 
Greeks  and  Romans.  (For  Greece  see  Geography  under  The 
Ancients.) 


Grade  VI  117 


3.     Italy 

Geography — As  in  note  above,  the  effect  of  geographic 
conditions  upon  ancient  Rome  being  emphasized. 

History — (See  History  under  The  Ancients,  p.  114.) 
Effect  of  Crusades  upon  the  development  of  Italy,  especially 
Venice.     The  story  of  Garibaldi,  the  Hero  of  the  Red  Shirt. 

Language — Conversation  lesson  on  splendid  works  of  art 
by  Angelo,  by  Raphael,  and  by  Da  Vinci,  to  encourage  free 
expression  of  opinion  and  to  develop  a  love  for  beautiful  pic- 
tures. 

Literature  and  Reading — Longfellow's  poem,  *'Amalfi" 
(160)  read  orally;  quotations  descriptive  of  Italy  by  Brown- 
ing  and  Byron  memorized.  Parts  of  Bulwer's  Last  Days  of 
Pompeii  read  to  children. 

Industrial  Work — Tiles  and  mosaics,  the  development  of 
which  we  owe  to  Italy,  studied,  and  a  tile  made  from  clay. 

Drawing — Designs  for  tiles  made.  (See  Drawing  under 
China,  p.  122.) 

Arithmetic — Problems  requiring  knowledge  of  the  table  of 
Italian  money  and  equivalents  in  United  States  money 
worked. 

Music — "Santa  Lucia"  (158)  learned  partly  by  note  and 
partly  by  rote  for  practice  in  two-part  singing. 

Elementary  Science — Simple  study  of  the  wireless  tele- 
graph, one  of  the  inventions  we  owe  to  Italy. 

4.     France 

Geography — As  in  note,  p.  114. 

History — (See  History  under  The  Middle  Ages.)  The 
story  of  Joan  of  Arc,  and  of  Napoleon  and  of  the  French 
Revolution  as  told  in  Tappan's  European  Hero  Stories. 

Reading— "The  Marseillaise"  (120)  read  orally;  "Silk 
Worms"  (153)  read  orally. 

Music — "The  Marseillaise"  (156)  learned  by  rote  for 
appreciation;  "Jeanne  D'Arc"  (40  f)  for  sight-singing  in 
Key  of  F,  and  for  rhythm.     Simple  study  of  the  troubadours. 

Drazuing — Study  of  Millet's  pictures,  "The  Sower,"  "The 
Gleaners,"  and  "The  Angelus" ;  conventional  designs  studied, 
and  the  fleur-de-lis  drawn  and  used  to  decorate  back  of  book- 


118 Formulation  by  Grades 

let;  lettering  for  booklet  done.  Study  of  Corot's  "Spring'* 
and  "The  Dance  of  the  Nymphs."  (See  Drazmng  under 
China. ) 

Language — The  life  of  Jean  Frangois  Millet  used  for 
written  language,  special  attention  being  given  to  selecting 
effective  and  pleasing  words  and  expressions,  and  the  use  of 
quotation  marks ;  written  descriptions  of  the  three  of  his  pic- 
tures studied. 

Arithmetic — Much  practice  in  dividing  spaces  accurately 
for  lettering  on  book  backs,  so  as  to  do  the  lettering  on 
Millet  booklets  nicely.  The  price  of  articles  imported  from 
France  or  bought  by  tourists  changed  from  French  to  United 
States  money  and  vice  versa. 

Industrial  Work — Millet  booklet  put  together.  Study  of 
silk  and  the  process  by  which  it  is  made,  having  silk  worms, 
etc.,  in  the  school. 

Physical  Training — "French  Vintage  Dance"   (48). 

Elementary  Science — Simple  study  of  inventions  and  dis- 
coveries in  science  we  owe  the  French,  as  the  aeroplane  and 
the  circulation  of  the  blood.  (For  Spain  and  Portugal  see 
History  and  Geography  under  The  Beginnings  of  Our  Nation, 
p.  123.) 

5.     Great  Britain 

Geography — The  geography  of  (a)  England,  (b)  Scot- 
land, (c)  Ireland,  and  (4)  Wales,  as  in  note,  p.  114. 

History — (a)  Rapid  review  from  another  point  of  view  of 
important  events  in  English  history  down  to  the  time  of  the 
discovery  of  America,  as  studied  in  Grade  V,  to  trace  the 
growth  of  liberty  of  the  English  people,  to  which  our  own 
ideas  of  government  are  largely  due.  (See  History  under 
The  Middle  Ages,  p.  115,  and  under  The  Beginnings  of  Our 
Nation,  p.  123).  (b)  The  stories  of  WiUiam  Wallace  and 
Robert  Bruce  and  of  the  union  of  England  and  Scotland 
under  James  I.  (c)  Simple  study  of  Ireland's  influence  in 
spreading  Christianity  and  learning  during  the  Middle  Ages. 

Language — (a)  The  story  of  King  Arthur  and  the  Knights 
of  the  Round  Table  written  for  practice  in  enlargement  and 
rearrangement  of  sentences.  Source  of  the  English  language 
noted;  a  little  historical  word  study,  (b)  Conversation  les- 
sons on  Scott,  Burns,  and  Robert  Louis  Stevenson.  (c) 
The  story  of  St.  Patrick  w^ritten  for  practice  in  making  out- 


Grade  VI  119 


lines;  practice  in  telling  jokes  gotten  through  telling  Irish 
jokes. 

Literature  and  Reading — (a)  King  Arthur  stories  from 
Elson  Readers,  Book  III,  read  orally.  Selections  from  the 
works  of  Shakespeare,  Browning,  Byron,  Keats,  Shelley, 
Tennyson,  Wordsworth,  and  the  Robin  Hood  ballads  used  in 
connection  with  other  centers  of  interest.  (See  Literature 
and  Reading  under  Spring,  p.  133,  Fall,  p.  131,  and  Christmas, 
p.  128.)  (b)  Selections  from  Scott's  Lady  of  the  Lake  and 
other  poems  descriptive  of  Scotland  read  to  class  for  apprecia- 
tion; Scott's  ''Harp  of  the  North"  and  Burns's  "A  Man's  a 
Man  for  A'  That"  (73  c)  read  orally;  others  of  Burns's 
poems,  and  selections  from  Stoddard's  Lecture  on  Scotland 
read  to  class;  selections  from  Tales  of  a  Grandfather  in 
Elson  Readers,  Book  III,  read  orally.  (See  Literature  and 
Reading  under  Christmas,  p.  128,  and  Hallozve'en,  p.  127.) 
(c)  Thomas  Moore's  'The  Minstrel  Boy"  (73  c)  read  orally. 

Drazving — (b)   Designs  for  Scotch  plaids  made. 

Music — (a)  Kipling's  "Recessional"  learned  by  rote; 
Tennyson's  "Sweet  and  Low"  (125)  for  practice  in  two-part 
singing.  (See  Music  under  Spring,  p.  134.)  (b)  "My 
Heart's  in  the  Highlands"  (40  d),  "Scots  Wha  Hae  Wi' 
Wallace  Bled"  (156),  "Ye  Banks  and  Braes  o'  Bonnie  Doon" 
(159),  learned  partly  by  note  and  partly  by  rote,  for  apprecia- 
tion and  practice  in  sight-singing;  "Annie  Laurie"  and 
"Comin'  Through  the  Rye"  sung  for  enjoyment,  (c)  (See 
Music  under  St.  Patrick's  Day,  p.  131.)  "The  Minstrel  Boy" 
(125)  learned  by  rote. 

Physical  Training — (c)  Irish  jig  danced.  (a)  (See 
Physical  Training  under  Spring,  p.  134.) 

Arithmetic — Table  for  English  money  studied  for  use  in 
understanding  references  to  it  in  literature  and  the  history  of 
the  English  colonies. 

6.     Germany 

Geography — As  in  note,  p.  114. 

History — (See  History  under  The  Middle  Ages,  p.  115.) 
Niirnberg  and  Rothenberg  studied  as  typical  towns  of  the 
Middle  Ages,  and  life  in  them  during  that  period  pictured. 
The  date  and  circumstances  of  forming  of  the  German  Em- 
pire taught  simply  and  briefly.  Simple  study  of  what  the 
Germans  have  done  for  education. 


120  Formulation  by  Grades 

Language — (See  Language  under  Christmas,  p.  128.) 
Arithmetic — (See  Arithmetic  under  Christmas,  p.  129.) 
Music — Simple  study  of  what  the  Germans  have  done,  es- 
pecially Beethoven  and  Wagner.  Wagner's  use,  in  his  operas, 
of  the  Nibelungen  Lied,  learned  during  study  of  the  Middle 
Ages;  selections  from  German  composers  heard  on  the 
Victrola.  The  Master  singers  discussed  in  connection  with 
Niirnberg.  "The  Watch  on  the  Rhine"  (40  c)  learned  by 
note  for  good  tone  and  expression. 

Reading — The  story  of  Beethoven's  "Moonlight  Sonata" 
(153)  read  orally.  (See  Reading  under  Austria-Hungary,  p. 
120.) 

Elementary  Science — The  many  inventions  and  contribu- 
tions to  science  made  by  the  Germans  noted,  as  the  first  globe 
map,  the  first  watch  (the  Niirnberg  tgg),  the  process  of  mak- 
ing beet  sugar,  etc. 

Drawing — (See  Drawing  under  China,  p.  122.) 

7.     Austria-Hungary 

Geography — As  in  note,  p.  114. 

History — A  few  simple  facts  about  the  beginning  of 
Austria,  the  meaning  of  the  name,  and  her  part  in  the  affairs 
of  western  Europe.  Simple  story  of  Andreas  Hofer. 
(Taught  in  geography  time.) 

Reading — Ouida's  "The  Niirnberg  Stove,"  a  story  descrip- 
tive of  life  in  the  Austrian  Tyrol,  read  partly  by  the  class  and 
partly  to  them.  (The  many  references  to  German  art  and 
music  make  this  story  very  worth  while  in  connection  with 
the  study  of  Germany,  also.) 

Music — Life  of  Mozart  studied.  Mozart's  "A  Boating 
Song"  (40  c)  learned  by  note  for  sight-singing  in  six-eight 
time. 

Language — The  story  of  Mozart's  life  written,  for  practice 
in  making  well-rounded  sentences,  using  phrases  and  subor- 
dinate clauses  to  avoid  the  use  of  and. 

8.     Holland  and  Belgium 

Geography — As  in  note,  p.  114. 

History — (See  History  under  The  Beginnings  of  Our 
Nation,   p.    123.)      Brief   study   of   Holland's   influence   and 


Grade  VI  121 


wealth  in  the  Middle  Ages,  and  of  Holland  and  Belgium's  re- 
lation to  Spain.  (Studied  partly  in  history  and  partly  in 
geography  time.) 

Reading  and  Literature — Longfellow's  'The  Wind  Mill" 
(160)  and  Ouida's  "Dog  of  Flanders"  read  orally.  Dodge's 
''Hans  Brinker,  or  the  Silver  Skates"  read  to  class. 

Language — The  story  of  "A  Leak  in  the  Dike"  written, 
with  emphasis  upon  the  selection  of  effective  words.  Descrip- 
tion of  Little  Nello,  written  for  practice  in  describing  a  person 
vividly,  and  in  using  figures  of  speech.  Conversation  on 
noted  Dutch  pictures. 

Drazuing — Pose  drawing  of  boy  in  Dutch  costume. 
Ruben's  masterpiece,  "The  Descent  from  the  Cross,"  studied 
for  appreciation,  and  to  lend  more  meaning  to  "The  Dog  of 
Flanders." 

Music— "In  Holland"  learned  by  rote  (155)  ;   "Art  Cycle." 

9.     Norway,  Sweden,  and  Denmark 

Geography — As  in  note,  p.  114,  with  emphasis  upon  influ- 
ence of  geography  upon  character  of  people. 

History — Brief  review  of  early  invasion  and  settlements  in 
England  made  by  these  people,  and  brief  study  of  their 
voyages  and  discoveries  since  those  early  days.  The  fact  that 
these  people  are  to  be  numbered  with  our  ancestors  made  clear. 

Language — Stories  of  the  Norse  gods  (studied  in  Grade 
IV)  reproduced  orally,  and  some  of  Hans  Christian  Ander- 
sen's stories  told  for  appreciation  and  for  practice  in  talking 
in  well-rounded  sentences. 

Drazifing — The  works  of  Thorwaldsen  discussed,  and  the 
"Lion  of  Lucerne"  studied. 

10.     Switzerland 

Geography — The  physical  features  taught  as  an  explanation 
of  the  people's  sturdy,  liberty-loving  nature,  and  because  of 
their  far-famed  beauty.  (See  Geography  under  The  Middle 
Ages,  p.  116.) 

History — The  stories  of  William  Tell  and  Arnold 
Winkelried  studied,  bringing  out  Switzerland's  struggle  with 
Austria. 


122  Formulation  by  Grades 


Language — The  story  of  William  Tell  reproduced  for  prac- 
tice in  writing  from  original  outlines,  and  in  securing  unity  of 
paragraphs. 

Reading — ''Arnold  Winkelried"  (70  c)  read  orally. 

Music — "Pull  Away,  Brave  Boys"  from  the  opera,  William 
Tell  (157)  learned  by  rote. 

11.  The  Russian  Empire 

Geography — As  in  note,  p.  114,  especially  to  find  out  why 
Russia  has  done  comparatively  little  for  the  rest  of  the  world. 

History — A  little  study  of  Russia's  relations  to  Turkey  as 
they  affect  her  use  of  the  Black  Sea,  and  in  connection  with 
the  Crimean  War. 

Language — Conversation  lessons  on  Florence  Nightingale 
and  on  Tolstoi. 

Music — The  minor  mood  characteristic  of  Russian  music 
taught  in  connection  with  "Winter  in  Russia"  (two  parts) 
(132  b). 

12.  The  Balkan  States 

Geography — Very  brief  study  of  Turkey,  Bulgaria,  Rou- 
mania,  Servia,  Montenegro,  and  Albania,,  specially  with 
reference  to  the  changes  due  to  the  late  wars. 

History — Discussion  of  articles  about  the  Balkan  States  in 
Current  Events. 

13.     Chinese  Empire 

Geography — As  in  note,  p.  114,  with  special  emphasis  upon 
how  her  geographic  conditions  may  help  her  become  a  great 
nation  in  the  future. 

History — Study  of  some  of  the  inventions  made  by  the 
Chinese. 

Music — 'Tn  China"  (155)  reviewed  from  Grade  IV  for  en- 
joyment. 

Drawing — Study  of  the  development  of  the  art  of  porcelain 
making,  from  its  origin  in  China;  study  of  vase  forms  and 
the  cutting  and  drawing  of  vases.  (Italian,  French,  and  Ger- 
man porcelains  specially  noted.) 


Grade  VI  123 


14.     Japanese  Empire 

(including    KOREA) 

Geography — As  in  note,  p.  114. 

History — Discussion  of  articles  in  Current  Events  regard- 
ing relations  between  United  States  and  Japan. 

Drawing — Simple  study  of  Japanese  art,  and  brush  draw- 
ings of  flower  sprays  in  Japanese  style;  artistic  arrangement 
of  flowers  discussed ;   decorative  treatment  of  wistaria. 

15.     India 

Geography — As  in  note,  p.  114,  with  special  attention  to  the 
importance  of  trade  with  India  after  the  Crusades  and  the 
geographic  explanation  of  it. 

History — Brief  consideration  of  the  importance  of  India  in 
the  past  and  of  her  civilization.  Study  of  the  origin  and 
spread  of  Buddhism. 

Language — Description  of  the  Taj  Mahal,  for  practice  in 
describing  things  from  different  points  of  view,  and  for  choice 
of  effective  words. 

16.     Arabia 

Geography — As  in  note,  p.  114,  with  special  attention  to  the 
geographic  conditions  and  consequent  modes  of  life  that  pro- 
duced the  Mohammedan  type  of  soldier. 

(See  History  under  The  Ancients,  p.  114.) 

17.     Palestine 

Geography — As  in  note,  p.  114,  with  special  emphasis  upon 
the  contrast  between  the  Palestine  of  Bible  times  and  of  to- 
day. 

(See  Language,  Reading,  and  Bible  under  The  Ancients, 
p.  115.) 

THE  BEGINNINGS  OF  OUR  NATION 

History — Rapid  review  of  the  explorations  by  Spanish, 
Portuguese,  French,  English,  and  Dutch;  study  of  early  at- 
tempts of  these  nations  to  colonize  America;  study  of  history 
of  Spain  and  Holland  at  this  time  as  needed  to  explain  their 
part   in   early  explorations;    growth   of  the  thirteen  original 


124  Formulation  by  Grades 

colonies  up  to  the  beginning  of  trouble  that  led  to  Revolu- 
tion; somewhat  detailed  study  of  life  and  customs  in  Vir- 
ginia, Massachusetts,  and  New  York,  as  types;  parts  of 
English  and  French  history  that  throw  light  upon  this  period 
of  American  history,  as  parts  of  the  reigns  of  Elizabeth  and 
of  James  I,  the  coming  of  the  Cavaliers  as  explained  by  events 
of  the  Great  Rebellion,  the  rivalry  between  England  and 
France  that  led  to  struggles  between  their  colonies  in  America. 
More  detailed  study  of  history  of  Virginia  up  to  the  Revolu- 
tion, during  last  part  of  the  year. 

Geography — Study  of  geographical  features  of  Spain  and 
Portugal  and  of  Holland  as  needed.  (See  Holland  under  Our 
Heritage,  p.  120.)  Review  of  geography  of  England  and 
France  as  needed ;  review  of  geography  of  North  America, 
especially  the  Appalachian  Highlands  and  Atlantic  slope. 

Reading  and  Literature — Review  of  parts  of  Longfellow's 
*'The  Courtship  of  Miles  Standish"  (See  Thanksgiving  under 
Special  Days,  p.  127)  ;  Washington  Irving's  "Rip  Van 
Winkle"  studied  as  literature  and  used  for  oral  reading; 
stories  of  Ezekiel  Fuller  and  Jonathan  Dawson  in  Ten  Boys 
used  for  easy  oral  reading;  sketches  from  Irving's  Knicker- 
bocker History  of  New  York,  and  from  Mary  Johnston's  To 
Have  and  to  Hold  read  to  class;  selections  from  Cook's 
Stories  of  the  Old  Dominion  read  silently  by  class. 

Language — Dramatization  of  scene  in  queen's  garden  be- 
tween Sir  Walter  Raleigh  and  Queen  Elizabeth  over  the  nam- 
ing of  Virginia,  for  practice  in  writing  interesting  conversa- 
tion; dramatization  of  scene  in  the  Virginia  Assembly  be- 
tween Governor  Berkeley  and  Bacon  just  before  Bacon's  Re- 
bellion ;  conversation  about  colonial  customs  to  organize 
material,  and  letters  written  as  from  one  colony  to  another  in 
early  days,  picturing  characteristic  customs  and  scenes  (let- 
ters folded,  sealed,  and  addressed  as  in  old  days),  for  prac- 
tice in  writing  interesting  letters,  and  in  vivid  description; 
an  original  ending  to  an  Indian  story  begun  by  the  teacher 
and  involving  conversation,  special  attention  being  given  to 
cases  of  pronouns  and  to  use  of  adverbial  clauses;  an  account 
of  an  imaginary  trip  in  a  stage  coach  between  New  York  and 
Virginia,  for  description  from  a  changing  point  of  view;  pro- 
grams and  invitations  to  colonial  program  given  on  Virginia 
Day.  (See  Special  Days,  p.  131.)  Spelling  lessons  made  up 
of  difficult  words  needed  in  language,  tests,  and  assignments, 
and  needed  rules  drilled  upon. 


Grade  VI  125 


Excursions — To  several  houses  of  historic  interest  to  see 
reHcs  of  colonial  clays. 

Drazmng — Pose  drawings  of  boys  in  Dutch  and  colonial 
costumes;  study  of  poster  designs,  and  the  making  and 
decorating  of  posters  to  announce  Virginia  Day  program; 
original  designs  drawn  and  painted,  and  Old  English  letters 
drawn,  both  for  block  prints. 

S cuing — (See  Thanksgiving  under  Special  Days,  p.  127, 
and  Home  and  Community,  p.  126.) 

Industrial  Work — Designs  cut  on  blocks  for  block  prints; 
a  few  small,  simple  household  articles  whittled  out  of  wood 
by  the  boys,  after  the  fashion  of  colonial  boys. 

Music — 'The  Old  Stage  Coach"  (110)  for  sight-reading; 
Mozart's  ''Minuet"  (92)  for  two-part  work;  "Spin,  Lassie, 
Spin"  (40  b)  by  rote;  "Let  Him  in  Whom  Old  Dutch  Blood 
Flows"  (110)  by  rote. 

Physical  Training — Virginia  reel  (118)  and  minuet  (122). 

HOME  AND  COMMUNITY 

Note. — Many  of  the  things  listed  below  are  taught  also  as  part  of  Our 
Heritage  from  Other  Nations  and  from  individuals. 

Elementary  Science — Study  of  sanitation  and  its  relation  to 
preventable  diseases ;  the  town  water  and  sewerage  systems, 
care  of  streets,  sidewalks,  etc. ;  special  attention  given  to 
community  health.  Simple  scientific  truths  taught  through 
study  of  everyday  conveniences,  and  of  notable  inventions 
that  affect  the  lives  of  the  children  either  directly  or  indi- 
rectly, as  the  steam  engine,  the  printing  press  and  the  develop- 
ment of  books,  telegraph,  cable,  telephone,  wireless,  the 
graphaphone,  the  compass,  the  thermometer  and  barometer, 
automobile,  moving  pictures,  aeroplanes,  etc.  (For  science 
taught  see  Elementary  Science  for  this  grade,  p.  203.) 

Civics  and  History — Simple  history  of  each  of  the  inven- 
tions, emphasizing  the  country  to  which  we  are  indebted  for 
each,  taught,  and  also  a  little  of  the  life  and  work  of  the  in- 
ventors. Review  of  town  civics  as  taught  in  Grade  V;  study 
of  government  of  our  county  and  state  and  their  relation  to 
the  town  government.  (See  Civics  for  this  grade,  p.  177.) 
Very  brief  review  of  local  history  from  Grade  V,  in  connec- 
tion with  excursions  to  places  of  historic  interest.  (See  Ex- 
cursions under  Beginnings  of  Our  Nation,  p.  125.) 


126  Formulation  by  Grades 

Arithmetic — The  uses  of  banks  and  how  to  write  deposit 
sHps  and  checks  taught  so  that  children  can  deposit  their  earn- 
ings; amount  of  money  required  to  live  comfortably  esti- 
mated, and  the  incomes  of  some  of  the  wealthy  men  of  the 
town  calculated,  affording  practice  in  fundamental  processes 
and  in  applying  principles  of  percentage  both  in  interest  and  in 
profit  and  loss ;  the  cost  of  fuel  used  in  the  children's  homes 
estimated,  giving  rise  to  the  need  of  studying  cord  measure; 
the  new  buildings  going  up  in  town  discussed,  and  board 
measure  studied  in  order  to  estimate  the  cost  of  lumber  re- 
quired ;  problems  arising  in  connection  with  study  of  inven- 
tions solved;  taxes  studied,  as  one  way  the  people  help  sup- 
port the  local  and  state  governments. 

Language — Friendly  letters  in  answer  to  those  received  at 
home  and  containing  accounts  of  picnics,  lawn  parties,  enter- 
tainments, etc.,  written  for  further  practice  in  telling  things  in 
an  interesting,  intimate  way.  Words  needed  in  letters  taught, 
and  drilled  upon  in  spelling  period. 

Excursions — To  Normal  School  biological  laboratory  to 
study  blood  corpuscles  and  disease  germs  under  the  micro- 
scope ;  to  water  works  to  study  filtering  process ;  to  Farmville 
Herald  office ;  to  telegraph  and  telephone  offices ;  to  laundry 
and  factories  to  see  steam  used  as  motive  power ;  to  garage ;  to 
opera  house  to  see  moving-picture  machine ;  to  Normal 
School  physics  laboratory  to  make  experiments  with  elec- 
tricity, sound  waves,  etc ;  to  banks,  stores,  and  lumber  mill, 
and  to  town  and  county  treasurers'  offices  for  information 
needed  in  arithmetic. 

Reading — "Paper"  and  'The  Song  of  the  Stream"  from 
Barnes's  New  National  Readers,  used  for  oral  reading. 

Industrial  Work — Sewing :  Porch  pillows  and  kimono  night 
gowns,  for  practice  in  running  seams,  French  felling,  padding 
and  overcasting,  embroidering,  and  working  eyelets.  (See 
Christmas  under  Special  Days,  p.  128.)  Patching  a  corner 
tear,  and  darning  stockings  and  a  corner  tear  in  flannel ;  em- 
broidering a  scarf,  and  scalloping  collar  and  cuffs  for  dress, 
sewing  apron  and  towel  with  cross  stitch  border.  Construc- 
tion work:  Book  stall,  flower-box,  mending  furniture,  caning 
chairs,  making  fibre  seats,  and  concrete  flower  pots.  Cook- 
ing :  Eggs  in  different  ways ;  batters,  air  and  eggs  used  to 
lighten;  soap  and  candles,  brown  bread,  baked  beans,  corn 
bread,  ginger  bread.  Poultry:  Hens  cared  for  and  eggs 
sold. 


Grade  VI  127 


Drawing — Block  print  designs,  made  while  studying 
colonial  customs,  adapted  to  use  on  pillows  and  stamped  on 
them. 

Music — Many  hymns  used  in  church  taught  in  chapel  exer- 
cises, and  the  children  encouraged  to  sing  their  songs  in  the 
home.  (Listed  under  Music,  p.  271,  School  Needs,  p.  137, 
and  Our  Heritage,  p.  114.) 

SPECIAL  DAYS 
Hallowe'en 

Literature — Selections  from  Burns's  "Hallowe'en"  and 
*'Tam  O'Shanter"  read  to  class  and  interpreted  by  teacher. 

Language — Conversation  in  which  our  own  customs  are 
discussed  and  compared  with  those  of  the  Scotch,  to  give  prac- 
tice in  telling  things  interestingly.  Letter  describing  a  Hal- 
lowe'en party,  real  or  imaginary,  for  practice  in  writing  enter- 
taining letters. 

Music — ''Hallowe'en"  (39  d)  reviewed  from  Grade  V  for 
enjoyment. 

*Thanksgiving 

History — History  of  the  Pilgrims  in  England,  Holland,  and 
America. 

Language — Compositions  on  the  Pilgrims  in  England,  Hol- 
land, and  America,  especially  to  emphasize  and  give  practice 
in  getting  unity  in  paragraphs  and  connection  between  them. 
Dramatization  of  Longfellow's  "The  Courtship  of  Miles 
Standish,"  giving  practice  in  changing  from  indirect  to  direct 
quotations.     Practice  in  writing  programs  and  invitations. 

Literature  and  Reading — "The  Courtship  of  Miles  Stand- 
ish" studied  for  appreciation,  and  selections  memorized  by 
entire  class.  Used  also  for  practice  in  oral  expression. 
Psalm  C  studied  and  memorized. 

Drazmng — Backs  for  Thanksgiving  programs  or  booklets, 
to  give  practice  in  accurate  space  division  and  lettering,  and  in 
the  decorative  treatment  of  landscapes,  either  a  bit  of  the  pri- 
meval forest,  or  a  water  scene  showing  the  departure  of  the 
Mayflower. 

*For  typical  Thanksgiving  programs,  as  given  by  Grade  VI,  see  page 
285. 


128  Formulation  by  Grades 

Arithmetic — Practice  in  fractions  as  needed  in  dividing 
space  for  lettering  program  or  booklet. 

Sewing — Dresses,  caps,  collars,  and  cuffs  made  to  be  used 
in  the  Thanksgiving  entertainment,  to  give  experience  in  cut- 
ting by  patterns,  running  seams,  French  felHng,  hemming, 
putting  on  bindings,  sewing  skirt  to  waist,  and  putting  in 
sleeves. 

Music— 'A  Harvest  Song"  (110),  "We  Thank  Thee" 
(26),  to  review  and  give  practice  in  Key  of  B  flat;  "Praise 
God"  (40  c),  with  special  attention  to  change  in  time  signa- 
ture; "The  Landing  of  the  Pilgrims"  (41  b),  for  special 
work  on  expression;  "Spin,  Lassie,  Spin"  (40  b),  for  practice 
in  sight  reading  in  Key  of  E;  "In  Holland"  (Art  Cycles), 
taught  by  rote,  if  needed  for  program. 

Physical  Edtication — Soldier  Drill,  if  needed  for  program. 

Christmas 

Language — Oral  and  written  language  work  on  Christmas 
customs  in  old  England  and  other  European  countries,  as 
Germany,  France,  Holland,  Norway,  and  Sweden,  for  vivid- 
ness of  description  and  special  practice  in  the  use  of  commas. 
Study  of  figurative  language,  especially  simile  and  metaphor, 
in  Lowell's  "The  Vision  of  Sir  Launfal." 

Literature — Lowell's  "The  Vision  of  Sir  Launfal"  studied 
for  the  beauty  of  the  language  and  the  splendid  Christmas  les- 
son as  to  the  right  sort  of  giving.  Selections  from  this  memo- 
rized, and  also  the  description  of  an  old  English  Christmas 
from  Scott's  "Marmion."  "The  Oak  of  Geismar,"  the  story 
of  the  first  Christmas  tree,  read  to  class  for  appreciation. 

Reading — Parts  of  "The  Vision  of  Sir  Launfal,"  and 
appropriate  Robin  Hood  ballads  read  from  Lucy  Fitch 
Perkins's  "Robin  Hood,"  for  practice  in  giving  the  thought  in 
poetry  and  rhyme. 

Drawing — Backs  for  Christmas  booklet  designed  and  made 
for  further  practice  in  space  division  and  lettering,  and  the 
selection  and  working  up  of  appropriate  design,  as  boar's 
head,  old  English  carol  singer,  or  stencil  design,  using  holly 
or  mistletoe.  Calendars  and  match  scratches  decorated  with 
original  snow  scenes  in  tones  of  gray,  or  scenes  cut  from 
drawing  book  and  colored,  for  practice  in  selecting,  mixing, 
and  putting  on  color. 


Grade  VI  129 


Music — Old  English  carols,  as  ''Christmas  Day  in  the 
Morning-"  (35),  "Christmas  Carol"  (20),  "God  Rest  Ye, 
Merry  Gentlemen"  (42),  etc.,  for  practice  in  singing  by  note 
and  in  good  tone  in  the  various  keys;  "Silent  Night,"  and 
Redner's  "O  Little  Town  of  Bethlehem"  (43),  soprano  re- 
viewed and  alto  learned,  for  practice  in  singing  in  two  parts. 

Sczving — Bag  or  whisk-broom  holder  embroidered  and 
made,  to  teach  the  Wallachian  stitch  and  to  give  practice  in 
covering  cardboard  smoothly.  Simple  gifts  of  lace  and  silk, 
to  afford  opportunity  for  study  of  these  materials. 

Geography — The  toy  industry  of  Germany. 

Arithtnctic — German  money  as  needed  in  estimating  profit 
on  toys  imported  from  Germany,  to  give  practice  in  the  funda- 
mental processes  and  in  working  with  denominate  numbers. 
A  little  of  customs  and  duties  in  the  same  connection. 

Physical  Education — "Sir  Roger  de  Coverley  Dance"  for 
grace  and  ease  of  movement. 

Lee's   and   Jackson's    Birthdays 

History — Lee  and  Jackson  compared  with  each  other  and 
with  other  great  generals.  A  little  talk  about  the  causes  for 
which  other  great  generals  fought  and  the  one  for  which  Lee 
and  Jackson  fought.     Narrow  sectional   feeling  discouraged. 

Literature — Father  Ryan's  "The  Sword  of  Lee"  memo- 
rized. 

Reading — "The  Blue  and  the  Gray,"  Graded  Poetry 
Reader,  read  for  oral  expression. 

Music — "The  Bonnie  Blue  Flag"  and  "Dixie"  as  published 
by  the  U.  D.  C.     Songs  of  the  nations  reviewed  for  enjoyment. 

St.  Valentine's  Day 

Language — Composition  on  the  origin  of  valentine  cus- 
toms, with  special  emphasis  upon  sentence  structure  and  the 
use  of  "ing"  and  prepositional  phrases.  Original  rhymes  for 
valentines  to  teach  meter  in  a  simple  way;  simple  poems 
scanned. 

Drawing — The  study  of  appropriate  designs  and  the  mak- 
ing of  attractive  valentines.     To  secure   further  practice  in 


130  Formulation  by  Grades 

pose  drawing,  little  Dutch  figures  in  various  poses  suggestive 
of  appropriate  rhymes  ma}^  be  used  for  decoration,  Holland 
l)eing  studied  about  this  time. 

Washington's  Birthday 

History— Briti  study  of  colonial  customs  and  of  Mount 
Vernon  and  the  relics  of  colonial  days  preserved  there. 

Language — Composition  on  the  Washington  family  in  Eng- 
land and  America,  for  further  practice  in  making  a  connected, 
well-balanced  short  story  out  of  a  long  one,  and  for  practice 
in  getting  connection  between  paragraphs.  Composition  on 
Mount  Vernon,  a  typical  colonial  home,  for  practice  in  de- 
scribing a  thing  from  different  points  of  view. 

Drazving — Backs  for  booklet,  using  as  decoration  colonial 
gentleman,  done  in  flat  tones  with  heavv  outline.  Further 
practice  in  lettering  and  spacing  for  speed  and  skill. 

Music — 'The  Recessional"  (30),  with  special  emphasis 
upon  expression  and  syncopation;  "God  of  Our  Fathers, 
Whose  Almighty  Hand"  (43),  for  practice  in  singing  parts 
of  the  chromatic  scale  in  the  Key  of  F. 

Physical  Education — Newton's  "Minuet"   (45). 

*L0NGFELL0W'S    BiRTHDAY 

Language — Short  written  composition  on  the  life  of  Long- 
fellow, stressing  the  selection  and  organization  of  material 
in  making  a  long  story  short.  Invitations  and  programs  for 
entertainment  written  for  practice. 

Literature — Several  short  poems  and  selections  from  longer 
ones  by  Longfellow  memorized. 

Reading — Selections  from  "The  Courtship  of  Miles  Stand- 
ish"  reviewed  for  fluency,  and  selected  poems  from  The  Chil- 
dren's Hour  and  Other  Poems  read  for  practice  in  sight 
reading. 

Music — "The  Children's  Hour,"  "The  Village  Blacksmith" 
(chorus),  White-Smith  Pubhshing  Co.:  "She  Sleeps,  My 
Lady  Sleeps"  (two-part),  "The  Bridge,"  "To  the  River 
Charles"  (125). 

*A  typical  Longfellow  program  will  be  found  on  page  287. 


Grade  VI  131 


St.  Patrick's  Day 

History — Story  of  St.  Patrick  and  his  work  for  Ireland. 

Music — 'The  Wearing  of  the  Green,"  Songs  of  the  Na- 
tions, with  special  attention  to  tone,  enunciation,  and  breath- 
ing. 

Dnm'ijig — "The  Wearing  of  the  Green"  illustrated  with 
the  shamrock  for  practice  in  drawing  with  pen  and  ink. 

Language — Irish  jokes  told  for  practice  in  telling  jokes  ef- 
fectively. 

Easter 

Language — Written  composition  on  the  origin  of  Easter 
and  the  significance  of  Easter  symbols,  to  give  practice  in  the 
use  of  adjective  and  adverbial  clauses  instead  of  a  number  of 
independent  clauses. 

Drazving — Easter  cards  decorated,  using  early  spring  flow- 
ers, to  give  practice  in  painting  from  nature  without  pencil 
sketch,  and  in  artistic  arrangement  of  decoration. 

Music— Cldiyion  John's  '^Easter"   (32),  Victory  (126). 

Virginia  Day,  May  13 

A  program  is  given  made  up  of  selections  from  the  work 
done  in  studying  early  colonial  life  in  Virginia,  such  as  a  de- 
scription of  Virginia  as  the  first  colonists  saw  it,  an  imaginary 
conversation  between  Raleigh  and  Queen  Elizabeth  as  to  the 
naming  of  the  new  colony;  short  history  of  Virginia  as  a' 
royal  colony;  description  of  life  on  an  old  Virginia  planta- 
tion ;  colonial  letters  picturing  scenes  and  customs  of  colonial 
days,  etc.  (See  Physical  Training  and  Music  under  Begin- 
nings of  Our  Nations,  p.   125.) 

SEASONS 

Fall 

Drazving — Color  notes  of  fall  flowers,  weeds,  trees,  and 
sunset  skies;  pencil  sketches  of  weeds  from  copies  in  text  and 
from  nature;  milkweed  pods  sketched  in  charcoal  or  painted 
in  tones  of  gray ;  cat-tails  in  tones  of  bro>vn  on  graded  back- 
ground;  landscape,  selected  from  text  with  finders,  tinted  in 
autumn  colors  from  observation  of  nature,  and  used  to  illus- 
trate short  selections  descriptive  of  autumn. 


132 Formulation  by  Grades 

Language — A  written  description  of  a  walk  through  the 
country  in  autumn,  especially  for  practice  in  using  figurative 
language.  Many  selections  descriptive  of  autumn  studied  for 
appreciation  and  for  illustrations  of  the  use  of  figurative  lan- 
guage, and  some  of  them  memorized.  (See  Literature  below.) 
Words  needed  in  language,  or  other  subject  taken  up  in  spell- 
ing period. 

Reading  and  Literature — Shelley's  ''Cloud"  (120)  and 
Keats's  'To  Autumn"  (120)  both  studied  and  read  for  appre- 
ciation and  for  practice  in  getting  thought  when  the  sentence 
structure  is  involved.  Selections  from  Longfellow's  "A\x- 
tumn,"  Lowell's  "An  Indian  Summer  Reverie,"  Whittier's 
"Autumn  Thoughts,"  KipHng's  "Still  the  Pine  Wood  Scents 
the  Noon,  etc.,"  Helen  Hunt  Jackson's  "November"  studied 
for  appreciation,  and  memorized.  "September"  (24)  and 
Helen  Hunt  Jackson's  "October's  Bright  Blue  Weather" 
(41  a)  re-used. 

Nature  Study — Incidental  study  of  fall  flowers  and  plants 
and  the  dissemination  of  seeds;  planting  and  care  of  flowers 
in  the  schoolroom. 

Elementary  Science — The  science  of  autumn  coloring. 

Mw^fc— "September"  (24)  and  "October's  Bright  Blue 
Weather"  (41  a)  reviewed  for  enjoyment,  expression,  and 
tone.  "Spirit  of  the  Summer  Time"  (41  a)  learned  partly 
by  note  for  practice  in  two-part  singing.  "Harvest  Song" 
(110)  for  sight-reading. 

Geography — Beginning  of  the  observation  of  the  constella- 
tions, Orion  and  Ursa  Major,  as  data  for  the  proof  of  the 
earth's  rotation.  Altitude  of  the  sun  and  the  north  star 
measured  at  autumnal  equinox  as  a  means  of  determining 
latitude.  Study  of  causes  for  days  and  nights  being  of  equal 
length  at  this  time. 

Arithmetic — Use  of  shadow  sticks,  and  measurement  of 
angles  continued  in  connection  with  geography. 

Winter 

Language — Conversation  lessons  on  the  pleasure  which 
winter  affords,  for  vividness  of  description  and  interesting 
narration,  and  for  practice  in  talking  in  complete  sentences. 
Debate  on  the  question,  "Resolved  that  boys  and  girls  have 
more  fun  in  winter  than  in  summer,"  to  develop  self-confi- 


Grade  VI  133 


dence,  and  to  overcome  self-consciousness  so  natural  to  this 
age,  and  to  give  practice  in  holding  to  the  subject  and  in  pre- 
senting arguments  logically.  Lowell's  description  of  winter 
in  the  "Vision  of  Sir  Launfal"  memorized,  and  his  "The  First 
Snowfall"  re-used. 

Literature  and  Reading — Selections  about  winter  from 
Elson's  Grammar  School  Reader,  Book  III,  read  orally. 

Drawing — Snow  scenes  painted  in  tones  of  gray  and  used 
as  decorations  for  calendars  or  match  scratchers.  Beginning 
of  study  of  parallel  perspective  through  the  observation  of 
winter  landscapes. 

Mnsic — Shakespeare's  "Blow,  Blow,  Thou  Winter  Wind" 
(32),  ''Jo%  Winter"  (126),  by  rote  for  enjoyment  and  ap- 
preciation. 

Geography — Observation  of  Orion  and  Ursa  Major  con- 
tinued. Sun's  angle  measured  at  winter  solstice  and  com- 
pared with  that  at  autumnal  equinox.  Study  of  the  cause  of 
difference  in  length  of  night  and  of  day  observed. 

Arithmetic — Further  practice  in  use  of  shadow  sticks  and 
the  measurement  of  angles. 

Spring 

Reading  and  Literature — Ballads  from  Lucy  Fitch  Per- 
kins's "Robin  Hood"  read  by  teacher  and  memorized  by  class; 
Pippa's  song  from  Browning's  "Pippa  Passes"  (123); 
Wordsworth's  "The  Daffodils"  (124);  Tennyson's  "Flower 
in  the  Crannied  Wall"  (61  g)  ;  "A  Laughing  Chorus"  (123)  ; 
prelude  to  first  part  of  Lowell's  "Vision  of  Sir  Launfal" ; 
lines  on  spring  from  the  Bible,  Solomon's  Song  II,  11-12, 
studied  for  appreciation  and  used  as  a  basis  for  language  les- 
sons; Shakespeare's  "Puck  and  the  Fairies"  (120)  read; 
selections  about  spring  from  Els  on  Grammar  School  Readers, 
Book  III,  read  orally;  many  poems  of  other  grades  re-used 
for  enjoyment  and  to  fix  them  in  the  memory. 

Language — Conversations  on  the  changes  going  on  in 
nature  all  around,  and  on  the  beauty  and  meaning  of  the 
season.  Written  compositions  on  "Joyous  Spring,"  using  the 
Bible  verses  "For,  lo,  the  winter  is  past,  etc.,"  each  clause  as 
the  opening  sentence  of  a  new  paragraph.  This  affords  op- 
portunity to  stress  the  unity  of  paragraphs  and  connection 
between  them,  and  to  give  practice  in  beginning  each  with  a 


134  Formulation  by  Grades 

topical  sentence.  Oral  and  written  reproduction  of  the  story 
of  Browning's  'Tippa  Passes"  for  interesting  narration  and 
description  from  a  moving  point  of  view,  using  figurative  lan- 
guage for  vividness.  Simile,  metaphor,  and  personification 
taught  in  connection  with  this  work. 

Drawing — Spring  landscapes  containing  water  painted  in 
tones  of  gray;  spring  flowers  painted  for  practice  in  free- 
brush  work,  and  for  use  in  illustrating  poems  and  compo- 
sitions ;  May  baskets  made  and  decorated  to  be  carried  around 
on  the  first  day  of  May,  for  practice  in  working  out  designs 
from  conventionalized  flower  and  other  forms,  and  for  prac- 
tice in  construction  and  pattern  drawing  requiring  accurate 
measurements. 

Nature  Study — Observation  and  study  of  spring  plants  and 
flowers  in  connection  with  nature  poems,  etc. 

Music — ''Rollicking  Robin"  (24)  by  rote  for  practice  in 
diflicult  intervals  and  good  tone;  ''Now  Is  the  Month  of  May- 
ing" (40  c)  partly  by  rote  and  partly  by  note;  "Spring 
Waltz"  (125)  and  Haydn's  "Song  of  the  Brook"  (125)  by 
rote  for  tone  and  rhythm;  "May  Day"  (125)  for  two-part 
work;  Gluck's  "Answer  of  the  Flowers"  (125);  Mendels- 
sohn's  "Maybells  and  Flowers"  (126);  "Spring  Song" 
(125)  and  "Robin  Hood"  (137)  partly  by  note  and  partly  by 
rote.  Songs  of  other  grades  reviewed  for  enjoyment  and  to 
keep  them  from  being  forgotten. 

Geography — Work  of  other  seasons  continued;  vernal 
equinox  studied,  and  sun's  angle  measured  and  compared  with 
measurements  at  other  seasons.  Review  of  causes  of  change 
of  season. 

Arithmetic — Work  of  other  seasons  continued. 

Physical  Education — "May  Pole  Dance"  (122),  used  in 
May  Day  exercises  as  on  May  Day  in  Old  England;  impro- 
vised dance  with  flower  chains,  to  be  danced  to  the  song, 
"Spring  Waltz." 

STORY  LIFE 

The  small  number  of  stories  listed  under  this  Center  of 
Interest  does  not  indicate  that  the  course  of  study  does  not 
provide  for  the  development  and  utilization  of  the  child's 
natural  love  for  stories.  The  subject  matter  under  the  other 
Centers  of  Interest  is  so  rich  in  possibilities  that  many  stories 
grow  naturally  out  of  them.     The  value  of  such  stories  is 


Grade  VI  135 


doubled,  since  they  stimulate  interest  in  the  subject  matter 
out  of  which  they  grow,  and  at  the  same  time  appeal  more 
strongly  to  the  child  because  of  his  broader  experience  and 
increased  ability  to  understand  and  appreciate.  Stories  of 
this  nature  are  considered  under  the  other  Centers  of  Inter- 
est. 

Literature  and  Reading — Annie  Fellows  Johnson's  "The 
Little  Colonel"  series,  especially  *'The  Little  Colonel's  House 
Party,"  read  to  the  children;  one  or  more  scenes  from  the 
latter  dramatized;  Ouida's  ''Dog  of  Flanders"  and  "The 
Niirnberg  Stove"  used  for  oral  reading  in  connection  with  the 
study  of  Belgium,  Germany,  and  Austria ;  Hawthorne's  "The 
Great  Stone  Face"  studied  and  read  for  appreciation  and  ex- 
pression. 

Language — Several  original  stories  written,  the  first  part 
being  sometimes  suggested  by  the  teacher. 

PLAY 

Physical  Education — Games :  "Object  Passing,"  "Three 
Deep,"  "SteaHng  Sticks,"  "Beast,  Bird,  or  Fish,"  "Last 
Couple  Out,"  "Jump  the  Shot,"  "Keep  Moving,"  "Old 
Woman  from  the  Wood,"  "My  Lady's  Toilet,"  "Blackboard 
Relay,"  "Dodge  Ball,"  "Indian  Club  Race,"  "Poison  Snake," 
"One-legged  Goose"  (all  from  46);  "Basket-ball";  "Base- 
ball" ;    "Jumping  Rope" ;    "Dumb-bell  Race." 

Dances :  "Quadrille,"  "Virginia  Reel,"  "Vintage  Dance" 
(48);  "Ace  of  Diamonds,"  "Irish  Jig"  (118);  "Minuet," 
"Milk  Maid's  Dance,"  "May-pole  Dance"   (122). 

History  and  Geography — The  use  of  contests,  games,  and 
imaginary  trips  and  situations. 

Literature  and  Reading — Dramatization  of  Longfellow's 
"Courtship  of  Miles  Standish." 

Language — Simple  dramatization  of  many  scenes  in  his- 
tory, as  those  between  Berkeley  and  Bacon  in  the  Virginia 
assembly.  Sir  Walter  Raleigh  and  Queen  Elizabeth  over  the 
naming  of  Virginia,  Captain  John  Smith  and  Pocahontas, 
etc.  Original  rhymes  for  valentines  and  for  fortunes  at 
Hallowe'en;  conversations  for  some  of  the  history  drama- 
tizations written;  speeches  written  when  needed  in  drama- 
tizing "The  Courtship  of  Miles  Standish" ;  practice  in  chang- 
ing from  indirect  to  direct  quotations;    scenes  from  "Robin 


136       Formulation  by  Grades 

Hood"  dramatized  in  connection  with  May  Day;  impersonat- 
ing colonial  children  when  writing  colonial  letters.  Spelling 
words  drawn  from  language  work. 

Arithmetic — Fraction  games  and  dominoes;  matches  and 
other  contests. 

Industrial  Work — Pilgrim  costumes ;  bows  and  arrows ; 
Jack-o'-lanterns  for  Hallowe'en;  cutting  and  mounting  trees 
for  play;   May  Day  costumes  partly  made. 

Drazving — Valentines  drawn  and  painted;  Hallowe'en 
decorations;    posters  to  announce  play,  etc. 

Music — Songs  needed  in  dramatizations  and  games.  (See 
Thanksgiving ,  p.  128,  and  Sources  of  Games,  p.  290.) 

SCHOOL  NEEDS 

Sewing — Work  bags  for  school  sewing  material  made,  to 
give  practice  in  covering  round  cardboard  smoothly,  and  in 
French  felling,  whipping,  hemming,  and  making  button-hole 
stitch;  covers  for  school  tables,  for  practice  in  hemstitching 
(see  Drawing  below)  ;  cloth  covers  for  supplementary 
readers  made.     (See  Sewing,  p.  136,  under  Play.) 

Industrial  Work — Chamois  penwipers;  book  stalls  for 
school  tables;  portfolios  for  drawings  (see  Drazving  below) ; 
booklets,  in  which  to  preserve  home  or  other  work,  put  to- 
gether; supplementary  readers  for  the  grade  repaired  as 
needed;    a  notebook  made. 

Drawing — Penwipers,  portfolios,  and  book  covers  deco- 
rated to  afford  opportunity  for  the  study  of  design  and  prac- 
tice in  selecting  appropriate  ones;  book  covers  lettered  and 
properly  spaced. 

Elementary  Science — Study  of  uses  of  oxygen  and  other 
elements  in  the  air,  and  the  need  of  proper  ventilation  in  a 
schoolroom  (see  Home  and  Community,  p.  125)  ;  study  of  the 
thermometer. 

Arithmetic — The  number  of  cubic  feet  of  air  space  in  the 
schoolroom  estimated,  measured,  and  compared  with  number 
necessary  for  healthy  ventilation;  percentage  of  attendance 
for  week  and  month  found  for  practice  in  applying  principles 
of  percentage;  estimating  amount  of  material  for  school  use 
needed  and  cost  thereof;    practice  in  accurate  measurement 


Grade  VI  137 


through  the  making  of  portfohos,  book  backs,  and  book  stalls; 
fraction  work  in.  dividing  space  for  lettering  on  backs  of 
books. 

Physical  Training — Exercise  given  at  intervals  during  the 
day  for  rest  and  relaxation. 

Music — A  number  of  hymns  from  grade  hymnal  (156) 
and  other  hymns,  such  as  "Like  as  a  Father"  (32),  "Abide 
With  Me"  (110),  "The  Lord  Is  Mindful  of  His  Own"  (99), 
learned  partly  by  rote  and  partly  by  note,  for  use  in  chapel 
exercises. 

Language — Memory  gems  and  Bible  selections  memorized 
and  recited  in  chapel  exercises  (see  Class  Journal)  ;  daily 
assignments  dictated;  abbreviations  used  in  assignments 
learned;  business  letters  to  order  pictures,  etc.,  written; 
poems  and  songs  copied  into  notebooks.  Words  needed  in 
writing  assignments,  letters,  etc.,  drilled  on  in  spelling  period. 


GRAMMAR  AND  LOWER  HIGH  SCHOOL 

GROUP 

Grades  VII  to  IX.     Ages  about  12i/2  to  15 


SIGNIFICANT  INSTINCTS  AND  CAPACITIES   AND 
THEIR  DEVELOPMENT 

[See  note  under  Kindergarten^  p.  21.] 

Physical  Characteristics — When  children  are  in  Grades 
VII,  VIII,  and  IX,  they  are  passing  through  a  period  of  rapid 
growth.  On  account  of  physical  changes  there  is  awkward- 
ness, moodiness,  and  self -consciousness.  It  is  a  time  of  insta- 
bility and  contradictions.  Because  of  the  intimate  relation- 
ship of  general  welfare  to  physical  condition,  health  is  a  very 
important  factor.  To  this  end  daily  exercise  in  organized 
games,  folk  dancing,  and  corrective  gymnastics  are  given. 
Hygiene  and  sanitation  are  part  of  the  course  of  study. 

Social  Instinct — The  social  instinct  which  is  developing  very 
rapidly  should  be  controlled  and  directed.  The  aim  is  to  make 
self-directing,  self-supporting  citizens.  To  this  end  social, 
economic,  and  industrial  history,  with  commercial  and  indus- 
trial geography,  is  stressed;  and  industrial  and  recreative 
exercises  are  used. 

Imagination — This  period  marks  the  dawn  of  a  new  life. 
Imagination  is  now  idealistic  and  creative.  Life  becomes 
more  subjective.  The  children  are  picturing  the  future  with 
its  teaming  possibilities.  The  aim  is  to  utilize  this  instinct  in 
the  formation  of  high  ideals  which  will  result  in  worthy 
achievements.  As  a  means  to  this  end  a  study  is  made  of  the 
lives  of  great  men  and  their  achievements  in  art,  literature, 
science,  and  the  industries. 

Imitation — Imitation  becomes  more  slavish,  and  hero  wor- 
ship is  a  dominant  characteristic.  The  school  aims  to  enlarge 
the  horizon  and  to  give  opportunities  for  making  the  best 
choice.  This  is  done  through  the  social  life  of  the  school  and 
through  a  variety  of  types  and  models  selected  from  literature 
and  biography. 

Pugnacity  and  Self-assertion — These  instincts  are  shown 
mainly  in  debate  and  argumentation.     The  aim  is  to  develop 


Grade  VII  139 


initiative  and  good  fellowship.  Clubs  and  class  discussions 
are  educative  forces. 

Migratory  and  Collecting  Instincts — In  making  use  of  these 
instincts  the  aim  is  to  develop  observation  and  investigation. 
Excursions,  the  furnishing  of  a  museum,  information  from 
the  press,  and  current  events  provide  means  for  securing  these 
aims. 

Memory — This  capacity  is  reinforced  by  a  multiplicity  of 
associations.  The  experience  of  the  children,  like  the  woof, 
is  relating  past  and  present  to  their  own  lives  and  interests. 
It  is  the  aim  of  the  school  to  help  the  children  use  the  past 
as  a  means  of  interpreting  present  situations.  The  progress 
of  our  ancestors,  and  how  they  overcame  and  used  their  en- 
vironment is  made  a  subject  of  study. 

Reasoning — Reasoning  is  now  more  logical,  and  the  school, 
in  strengthening  this  capacity,  makes  use  of  arithmetic,, 
science,  and  moral  situations  and  life  problems  as  they  arise. 

GRADE  VII 

DISTINCTIVE  CHARACTERISTICS  AND  THE 
CENTERS  OF  INTEREST 

For  typical  children  the  seventh  grade  marks  the  entrance 
into  the  stage  of  early  adolescence ;  this  year  completes  the 
transition  from  childhood  to  early  youth.  For  this  reason 
special  care  is  needed  to  conserve  the  desirable  tendencies  and 
habits  already  established,  and  at  the  same  time  to  establish 
and  promote  the  desirable  ones  that  are  now  possible  because 
of  the  new  growth. 

Because  of  its  rapid  development  at  this  time  and  because 
of  its  far-reaching  importance,  the  social  instinct  is  given 
special  consideration.  The  rapid  gain  in  imaginative  power 
is  also  given  special  consideration.  The  increasing  strength 
of  these  tendencies  makes  this  period  an  especially  good  out 
for  helping  children  to  get  larger  views  of  life,  to  develop 
social  ideals,  and  to  lay  the  foundation  for  broad-minded 
citizenship.  To  this  end  much  is  made  of  group  activities  and 
much  of  the  work  also  centers  around  the  two  large  interests: 
The  Grozi'th  of  Onr  Nation  Into  a  World  Pozver  and  Other 
World  Pozvers  of  To-day. 


140  Formulation  by  Grades 


The  Centers  of  Interest  of  the  grade  are: 

I.     Growth  of  Our  Nation  Into  a  World  Power  (Virginia's 

contributions  in  detail). 
11.     Other  World  Powers  of  To-day. 

III.  The  Seasons. 

IV.  Special  Days. 

V.     Group  Activities. 
VI.     School  Needs. 

SUBJECT  MATTER  SELECTED  AND  ORGANIZED 
ACCORDING  TO  CENTERS  OF  INTEREST 

GROWTH  OF  OUR  NATION  INTO  A  WORLD 
POWER 

1.     The  Winning  of  American  Independence 

History — Causes  of  the  Revolution  considered  in  detail, 
British  plan  to  subject  colonies,  and  principal  events  of  the 
war.  Results  of  the  war  and  condition  of  the  country  at 
close  of  the  war.  France's  aid ;  England's  relation  to  France 
at  this  time. 

Literature  and  Reading — Emerson's  ''Concord  Hymn," 
Longfellow's  'Taul  Revere's  Ride,"  Holmes's  ''Grand- 
mother's Story  of  Bunker  Hill,"  Irving's  "Rip  Van  Winkle," 
read  by  class. 

Language — Topical  recitations  and  class  reports  required  in 
history  class  to  give  practice  in  condensing  and  organizing 
material.  Supposed  conversations  between  noted  Revolution- 
ary characters  written  to  give  further  practice  in  punctuation. 
Some  sayings  from  Poor  Richard's  Almanac  memorized,  and 
original  maxims  written. 

Spelling — ^New  or  unusual  words  studied  and  all  misspelled 
words  corrected  from  the  board. 

Geography — Topography  of  the  United  States  reviewed  as 
needed  to  better  understand  the  plan  and  result  of  various 
campaigns  of  the  Revolution. 

2.     The  Critical  or  Formative  Period 

Civics  and  History — Government  of  the  colonies  under 
Articles  of  Confederation  contrasted  with  our  government  to- 
day.     The    function,    plan,    and    efficiency    of    our    present 


Grade  VII  141 


national  government  taught  in  detail;  1789  emphasized  as 
the  birth  date  of  our  nation. 

Arithmetic — Government  Revenues  studied  to  show  how 
our  government  is  supported  financially. 

Language — Reports  from  Current  Events  concerning 
government  matters  and  the  indexing  of  the  papers  begun. 

Drawing — Cover  designed  for  class  newspaper. 

Industrial  Arts — Binder  made  for  Current  Events. 

3.     Period  of  National  Development 

History — Growth  in  territory,  population,  industries, 
government,  wealth,  and  commercial  facilities.  The  estab- 
lishment of  commercial  freedom  made  clear  through  a  study 
of  the  War  of  1812.  The  Monroe  Doctrine  as  our  policy 
toward  European  nations.  Questions  concerning  sectional 
differences,   ''spoils  system,"  and  currency  difficulties. 

Literature — Mark  Twain's  "Travels  at  Home,"  Kipling's 
"The  Explorer,"  Bacheller's  "D'ri  and  I,"  and  Hale's  "A  Man 
Without  a  Country,"  read  to  class.  American  literature 
noted,  the  prominence  of  New  England  being  marked. 

Language — Book  reviews  from  magazines  read  to  class 
preparatory  to  having  a  review  of  "D'ri  and  I"  written.  A 
letter  written  by  the  daughter  of  a  "Forty-niner"  to  some 
friend  left  in  the  East. 

Spelling — Words  studied  as  needed  from  history,  literature, 
and  current  events.  Spelling  list  kept  by  class  and  misspelled 
words  studied  from  blackboard. 

Arithmetic — Bonds  studied  to  show  how  the  United  States 
may  borrow  money  from  its  citizens  to  carry  out  certain 
projects.     The  banking  topic  begun. 

Geography — Maps  made  showing  growth  in  territory. 
Resources  of  sections  added  recalled  by  class  to  see  their  value 
to  the  nation. 

Music — "Star  Spangled  Banner,"  "Columbia,"  and  "Amer- 
ica" (99)  re-used;  Keller's  "American  Hymn"  (99)  taught 
in  two-part. 

4.     The  Civil  War  Period 

History — The  Civil  War  studied  as  a  retarding  influence 
upon  the  growth  of  our  nation.  Causes,  memorable  events, 
and  results  of  the  war.     Heroes  and  statesmen  of  this  period. 


142  Formulation  by  Grades 

Literature — The  South's  contribution  to  American  litera- 
ture considered  at  this  time.  Stories  and  poems  read  to  class : 
Page's  ''Marse  Chan,"  Ryan's  "Sword  of  Lee,"  James  Lane 
Allen's  "Two  Gentlemen  of  Kentucky,"  and  Irwin  Russell's 
"Christmas  in  the  Quarters."  Selections  read  by  class: 
Ryan's  "Conquered  Banner,"  and  Timrod's  "Spring."  The 
following  Southern  authors  who  have  written  of  war  times 
introduced  either  through  selections  or  characterizations  of 
their  writings :  Mary  Johnston,  Ellen  Glasgow,  John  Esten 
Cooke,  Joel  Chandler  Harris,  Mrs.  Pyrnella,  and  Mrs.  Pryor. 
Northern  literature  produced  by  this  period  noted :  Lincoln's 
Gettysburg  speech,  and  Whitman's  "O  Captain!  My  Cap- 
tain!" read  by  the  class.  Mary  Shippen  Andrews's  "A 
Perfect  Tribute"  read  to  class  to  give  an  appreciation  of 
Lincoln  as  a  man. 

Language — A  short  biography  given  orally  of  the  Civil 
War  hero  most  admired.  A  letter  written  from  x\tlanta  after 
Sherman's  March  to  the  Sea.  A  Northern  editorial  written 
justifying  the  Emancipation  Proclamation.  A  paper  prepared 
out  of  class  showing  that  the  war  ended  as  it  should  have  for 
the  best  interests  of  the  nation. 

Spelling — Words  studied  as  needed  in  literature  and  his- 
tory. 

Geography — The  topography  of  the  battle  grounds  and 
location  of  cities  reviewed  as  needed. 

Mime— "Dixie"  (99);  "Lorena"  (42);  "Bonnie  Blue 
Flag"  (42),  and  "America"  (99). 

5.     Period  of  National  Expansion 

History  and  Current  Events — Condition  of  the  United 
States  just  after  the  Civil  War  compared  with  the  condition 
to-day.  Reconstruction  period  considered  in  detail.  Growth 
of  our  country  in  territory,  population,  industrial  activities, 
commercial  facilities,  education,  and  legislation  from  the  Civil 
War  to  the  present  date.  Development  of  the  West.  The 
Spanish-American  War  regarded  as  a  test  of  nationalism  and 
as  a  means  of  establishing  the  United  States  among  the  world 
powers.  Civil  service,  tariff,  and  currency  reform.s,  capital 
and  labor  problems,  the  peace  movement,  immigration,  and 
other  topics  of  national  interest  discussed  from  current  events 
and  their  historic  development  followed.     The  United  States 


Grade  VII  143 


regarded  as  a  world  power,  noting  in  review  the  character- 
istics that  give  her  that  rank. 

Geography — A  view  of  the  United  States  from  world  map, 
showing  detached  possessions  and  her  position  in  relation  to 
other  great  countries  of  the  world.  Geographical  facts  con- 
ducive to  the  growth  of  our  nation  gathered  from  class  as 
review^  of  Grade  V  detailed  study  of  the  United  States. 

Language — Reports  from  class  newspaper  on  current 
topics  to  gain  ease  in  manner  and  more  grammatical  English. 
Debates  on  questions  of  national  interest  to-day,  e.  g. :  That 
immigration  should  be  more  restricted.  Business  letters, 
including  orders,  applications,  and  receipts  stressed.  An 
original  story  written,  the  plan  being  to  bring  back  some  noted 
character  of  the  early  sixties  and  subject  him  to  the  many 
changes  that  have  taken  place  since  that  time. 

Spelling — Words  studied  as  needed  in  reading,  literature, 
history,  geography,  or  current  events. 

Literature — A  view^  of  our  national  literature  given  by 
means  of  a  review  of  previous  work.  Special  attention  paid 
at  this  time  to  Westward  Expansion  stories  and  poems.  The 
following  are  read  to  class :  Selections  from  Roosevelt's 
Winning  of  the  West,  several  from  O.  Henry's  Heart  o'  the 
West,  and  some  selections  from  Bret  Harte's  Western  stories. 

Arithmetic — Growth  of  our  nation  along  various  lines  ex- 
pressed by  ratios,  percentages,  and  graphs. 

Music— "ll2ii\  Columbia,"  "My  Own  United  States"  (98) 
and  ''Land  of  Greatness"  (40  d)  taught  for  sight-reading  and 
tw^o-part  values. 

6.     Virginia's  Contribution  to  the  Nation 

History  and  Current  Events — Age  of  Virginia  considered, 
original  grant  defined,  and  makers  of  American  history  who 
have  come  from  Virginia  recognized.  The  part  taken  by  the 
home  State  in  all  great  national  questions  marked  as  develop- 
ment of  the  nation  is  considered.  Virginians  mentioned  who 
are  figuring  in  affairs  of  national  import  to-day. 

Geography — Location  of  historic  places  and  natural  curi- 
osities found  in  the  State.  Products  noted  that  are  peculiar 
to  the  State  or  particularly  valuable  to  the  United  States  in 
furthering  her  domestic  and  foreign  commerce,  e.  g. :   peanuts, 


144  Formulation  by  Grades 


tobacco,  oysters.  The  topography  of  State  seen  as  history 
is  considered. 

Literature — Virginia  writers  given  special  mention  when 
Southern  literature  is  considered. 

Language — Class  reports  made  from  facts  gathered  relative 
to  the  part  Virginia  has  played  in  the  growth  of  the  nation.. 
These  facts  organized  and  a  class  composition  written  on  ''My 
Home  State."  Imaginary  conversation  between  a  Virginian 
of  to-day  and  one  who  lived  before  the  Civil  War. 

Physical  Training — Re-use  of  the  Virginia  Reel  and  the 
Minuet. 

OTHER  WORLD  POWERS  OF  TO-DAY 

The  British  and  German  Empires,  France,  Russia,  and 
Japan,  are  regarded  as  world  powers  and  studied  in  a  com- 
parative way,  using  the  United  States  as  a  basis  for  compari- 
son. A  world  map  is  kept  before  the  class  so  that  these 
countries  may  be  seen  in  their  proper  relation  to  each  other. 
The  language  work  that  grows  out  of  this  study  consists 
chiefly  of  oral  class  reports,  though  one  paper  is  required  on 
"World  Powers  of  To-day"  which  affords  opportunity  for 
learning  to  make  fitting  introductions  and  gives  practice  in 
paragraphing.  Children  are  encouraged  to  visualize  certain 
words  that  occur  in  Current  Events,  and  are  held  responsible 
for  these  words  in  written  work  on  the  world  powers. 

1.     British  Empire 

.  Geography — Great  Britain  and  all  overseas  possessions 
located.  Special  study  made  of  trade  routes  and  strategic 
points  held  by  Great  Britain.  Value  of  her  colonies  noted 
from  a  standpoint  of  resources  and  position.  Vastness  of 
English  domain  brought  out. 

History — The  marked  development  of  Great  Britain  dur- 
ing the  Victorian  Age  studied  under  the  following  heads : 
population,  wealth,  industries,  territory,  administration  of 
government,  foreign  relations,  and  education.  (See  An- 
drew^s's  Short  History  of  England,  pages  403-407.)  The 
reign  of  Edward  VH  marked  as  one  that  stood  for  promotion 
of  international  peace.  Irish  Home  Rule  Bill  and  the  bill  for 
extension  of  suffrage  discussed. 


Grade  VII  145 


Literature — The  life  of  Dickens  studied  and  his  work  as  a 
reformer  shown  through  a  characterization  of  his  works  by 
the  teacher.  His  ''Christmas  Carol"  read  by  class  and 
children  urged  to  read  "Ten  Boys"  from  Dickens  and  "Ten 
Girls"  from  Dickens.  Kipling's  "Recessional"  re-used  and 
the  occasion  for  which  it  was  written.  Irving's  "The  Voy- 
age" and  "Westminster  Abbey"  read  to  class,  and  emphasis 
placed  on  the  fact  that  Irving  was  the  first  American  author 
recognized  in  England. 

Arithmetic — Graphs  made  to  show  vastness  of  the  British 
Empire  as  compared  with  other  powers.  Problems  stated  and 
computations  made  to  fix  the  extent  of  England's  possessions. 

Music — "God  Save  the  King"  (99)  sung  in  two-part.  Kip- 
ling's "Recessional"  (43)  re-used. 

2.     German  Empire 

Geography — The  location  of  Germany  considered  with 
reference  to  other  European  countries.  Detached  possessions 
located  and  their  value  to  the  mother  country  estimated. 
Products  and  industries  of  Germany  recalled  from  the  de- 
tailed study  of  that  country  in  Grade  VI. 

History — The  establishment  of  the  German  Empire  and  the 
German  Industrial  Awakening  traced  back  to  the  Franco- 
Prussian  War.  Characteristics  of  the  German  people  recalled 
to  show  how  they  have  wrought  out  a  great  nation.  The 
military  power  of  Germany  stressed  and  a  reason  for  her 
strength  seen.  (See  "The  German  of  To-day,"  North  Amer- 
ican Reviezv,  February,  1912.)  Statistics  given  to  show 
Germany's  rank  to-day  as  a  world  power.  (See  World 
Almanac.) 

Arithmetic — Comparisons  with  other  countries  worked  out 
by  graphs,  stated  in  ratios  or  by  percentages. 

Music — "The  Two  Grenadiers"  (99),  a  ballad  of  the 
Franco-Prussian  War  sung  for  further  practice  in  improving 
tone  quality  and  sight-reading.  "The  Watch  on  the  Rhine" 
(99)  re-used  and  sung  in  two  part. 

3.     France 

Geography — France  and  her  detached  possessions  located. 
Area  and  resources  compared  with  other  powers. 


30 


146  Formulation  by  Grades 

History — The  French  Revolution  and  the  period  immedi- 
ately following  given  class  in  the  form  of  a  story.  A  brief 
biography  of  Napoleon  given,  making  his  conquests  and  the 
sale  of  Louisiana  to  the  United  States  prominent.  The  exist- 
ence of  the  present  form  of  government  in  France  traced  back 
to  1871  when  republic  was  finally  established.  The  wealth 
and  influence  of  France  to-day  discussed  by  class  from 
statistics  gathered  from  World  Almmmc  and  Current  Events. 

Literature — The  story  of  "Jean  Valjean"  adapted  from 
Hugo's  Les  Miserables  read  by  many  children  of  the  grade. 
Hugo's  description  of  the  Battle  of  Waterloo  read  to  class 
from  the  same  story. 

Arithmetic — (See  outlines  above.) 

Music — 'The  Marseillaise''  (99)  sung  for  further  practice 
in  sight-reading  and  expression. 

4.     Russia  and  Japan 

Russia  and  Japan  studied  similarly,  the  Russo-Japanese 
War  being  the  only  history  that  is  discussed  concerning  each. 

SEASONS 

Fall 

Literature — ''The  Huskers,"  "The  Corn  Song,"  "The 
Lumbermen" — all  from  Whittier's  "Songs  of  Labor"  (76)  — 
are  studied  in  connection  with  Bryant's  "Autumn  Woods" 
(42)  ;  Whittier's  "Lidian  Summer"  (76),  Riley's  "When  the 
Frost  Is  on  the  Punkin"  (69),  Withrow's  "October"  (42), 
which  are  read  to  class  for  enjoyment  and  appreciation.  In  the 
study  of  Whittier's  "Songs  of  Labor,"  the  class  is  not  only 
brought  to  enjoy  the  fall  season  more,  but  Whittier's  way  of 
dignifying  lalK>r  appeals  to  the  moral  sense  of  the  individual. 

Reading — Irving's  "The  Legend  of  Sleepy  Hollow"  read 
by  the  class,  special  attention  being  given  in  the  oral  reading 
to  the  descriptive  selections  and  parts  containing  rapid  narra- 
tion. 

Drawing — Sketching  and  painting  autumn  trees  and  land- 
scapes with  a  view  to  giving  a  fuller  appreciation  of  autumn 
coloring,  as  well  as  helping  the  child  to  be  more  skillful  in 
reproducing  what  he  sees. 


Grade  VII  147 


Language — Conversation  lessons  on  the  vacation  just  past 
and  signs  of  the  approaching  autumn  furnish  an  opportunity 
to  find  out  prevalent  errors  in  oral  expression.-  Later  on, 
conversation  lessons  are  based  on  excursions  to  the  woods  or 
fields  and  upon  the  poefs  appreciation  of  nature.  Through 
these  lessons,  errors  are  corrected  and  a  chance  is  given  to 
apply  a  topic  that  is  running  in  grammar :  ''How  to  make  our 
language  more  effective  through  modifiers."  A  "bacon  bat" 
in  the  woods  gives  occasion  for  a  testing  of  descriptive  and 
narrative  ability  of  individuals.  Letters  are  written  to  tell  of 
an  imaginary  corn-husking  attended  by  the  writer.  This  is 
based  upon  the  work  in  hterature  and  is  designed  to  empha- 
size the  form  and  content  of  an  attractive  and  interesting 
personal  letter. 

Nature  Study — Flowers  are  brought  from  the  individual 
gardens  planned  and  planted  by  children  in  the  spring.  These 
and  the  wild  flowers  or  autumn  leaves  furnish  schoolroom 
decoration.  The  autumn  equinox  is  observed  and  the  relative 
length  of  day  and  night  is  noted.  Questions  are  recorded 
concerning  the  above  that  are  to  be  answered  in  the  spring  as 
mathematical  geography  is  studied. 

Music — "October's  Bright  Blue  Weather"  re-used  for 
enjoyment.  Bellini's  "Now^  the  Reapers'  Work  Is  Done" 
(42)  sung  in  two  part. 

Winter 

Literature — Whittier's  "Snowbound"  studied  and  many 
lines  descriptive  of  the  snow  season  memorized.  Lowell's 
"Winter"  from  "The  Vision  of  Sir  Launfal"  (66)  re-used; 
Hues  memorized  from  Emerson's  "The  Snow  Storm"  (76) 
and  Lowell's  "The  First  Snow  Fall"  (42). 

Language — The  literature  for  this  season  and  the  sports 
enjoyed  by  class  furnish  interesting  topics  for  class  reports 
and  easy  conversation.  The  following  subjects  have  proved 
helpful  in  developing  fluency  in  writing  and  accuracy  in  the 
use  of  principles  already  taught  concerning  the  form  of 
papers  and  avoidance  of  prevalent  errors.  "Coasting  on 
Buffalo  Street"  for  local  paper;  "The  Brook  in  Winter,"  a 
personification,  written  for  school  magazine. 

Drawing — A  snow  scene  illustrating  some  thoughts  from 
"Snowbound." 

Nature  Stiidy — The  snow  crystals  observed  under  micro- 
scope. 


148  Formulation  by  Grades 


Spring 

Literature — Many  short  poems  by  various  authors  studied 
or  read  during  this  season  and  gems  memorized  descriptive  of 
spring.  The  following  poems  are  used :  Timrod's  "Spring" 
{66)  ;  FeHcia  Heman's  ''Voice  of  Spring"  (68)  ;  Words- 
worth's "The  Daffodils"  (68),  and  "Lines  Written  in 
March"  (58);  Loveman's  "April  Rain"  (42)  is  re-used, 
and  with  it  are  read  Thomas  Bailey  Aldrich's  "Before  the 
Rain"  {6^)  and  some  selections  from  Riley's  season  poems. 
Van  Dyke's  "The  Song  Sparrow"  (42)  and  Tabb's  "Clover" 
(66)  read  by  class,  and  "June"  from  the  "Vision  of  Sir 
Launfal"   (66)  re-used  as  a  memory  gem. 

Language — Children  encouraged  to  think  again  the 
thoughts  of  the  poet  and  to  use  not  only  their  thoughts  but  to 
quote  their  exact  words  in  expressing  the  meaning  spring  has 
for  them,  together  with  the  evident  signs  of  the  season. 
Letters  describing  a  May  Day  celebration  are  written,  also 
letters  ordering  garden  seed,  making  requests  for  certain 
bulletins  from  Department  of  Agriculture  at  Washington. 
Nature  rhymes  and  couplets  or  stanzas  descriptive  of  certain 
months  written  for  the  Focus. 

Nature  Study — Individual  gardens  are  planned  and  planted, 
besides  the  group  work  that  is  done  on  school  flower  plat  for 
Grade  VIL  Flowers  are  kept  on  the  teacher's  desk  and 
children  are  encouraged  to  bring  to  class  specimens  to  illus- 
trate metamorphosis  of  insects,  unusual  plant  growths,  etc. 
The  vernal  equinox  is  observed  now  as  a  basis  for  the  study 
of  matherqatical  geography. 

Music — "Voices  of  the  Woods"  (99)  sung  by  rote  for  en- 
joyment; "The  Brooklet"  (40  d)  sung  by  note  to  apply  the 
chromatic  scale  studied  at  this  time;  "Spring"  (40  d)  and 
"Morning  Invitation"  (42)  sung  in  two-part;  "Happy  Spring 
Waltz"   (42)  sung  in  two-part. 

SPECIAL  DAYS 

*Hallowe'en 

Reading  and  Literature — A  study  of  literature  as  influenced 
by  a  conception  of  the  spirit  world  in  its  relation  to  our  own, 

*A  typical  Hallowe'en  program  is  given  on  page  285. 


Grade  VII  149 


the  weird  and  jocular  phase  being  emphasized.  The  Witches' 
Scene  from  ''Macbeth"  dramatized,  and  'The  Headless 
Horseman"  from  "The  Legend  of  Sleepy  Hollow"  is  read  by 
class  for  oral  expression.  Poem,  "Hants!  Child,  Hants!" 
from  manuscript,  is  read  to  class  for  enjoyment. 

History — Origin  of  Hallowe'en  and  its  significance  in  the 
beginning  as  compared  with  the  Hallowe'en  celebrations  to- 
day.    Pictorial  Review,  October,  1907,  page  35. 

Language — The  Hallowe'en  celebration  written  up  by  class 
and  selection  made  for  publication  in  the  school  magazine,  to 
afford  opportunity  for  vivid  yet  brief  narration. 

Industrial  Work — Pumpkins  cut  for  decorations  and  for 
use  in  Jack-o'-lantern  drill,  to  give  practice  in  the  skillful  hand- 
ling of  knife  for  producing  facial  expression.  Costumes  for 
drill  made  from  old  sheets,  to  give  practice  in  improvising  in- 
expensive costumes. 

Drawing — Blackboard  border  for  stencil  design,  using  Hal- 
lowe'en symbols.  Units  made  by  entire  class,  and  one  se- 
lected for  use. 

Physical  Education — Jack-o'-lantern  drill,  Normal  Instruc- 
tor, October,  1906. 

Mw^ic— "Jack-o'-lantern  Song"  (136) ;  "Hallowe'en" 
(39  d)  re-used  for  program. 

Thanksgiving 

History — Our  American  Thanksgiving  traced  from  1621 
until  the  present.  President's  proclamation  read  with  the 
class. 

Bible — The  three  Jewish  feasts  studied  at  this  time,  special 
attention  being  given  to  the  Feast  of  the  Tabernacles. 

Music — "For  the  Beauty  of  the  Earth"  (42  or  43),  selec- 
tions from  (44),  "Now  Thank  We  All  Our  Lord"  (99). 

Physical  Education — "Harvest  Dance"  (48)  with  Sixth 
Grade  for  grace  of  movement. 

Christmas 

Bible — Systematic  study  of  Christ's  life  begun  with  the 
accounts  of  His  birth  as  given  by  Matthew  and  Luke.  Har- 
mony of  Gospels  noted.     Perry  pictures  used. 


150  Formulation  by  Grades 

Literature  and  Reading — The  spirit  of  Christmas  taught 
through  reading  and  dramatizing  of  Dickens's  '*A  Christmas 
Carol."  Van  Dyke's  "The  Mansion,"  and  "The  Other  Wise 
Man,"  are  read  to  class  for  enjoyment  and  appreciation. 

Language — Original  stories  written  for  the  fourth  grade 
children  preceded  by  one  or  two  oral  lessons  in  which  are 
discussed  the  kinds  of  stories  that  appeal  to  children,  also  the 
style  of  writing  they  like  best.  (Stories  require  narration 
with  rapid  action  and  much  conversation.  Description  made 
vivid  through  careful  choice  of  modifiers).  Another  oral  les- 
son is  given  in  which  class  recalls  European  customs  studied 
in  sixth  grade,  noting  especially  the  ones  we  have  adopted. 
Following  this  an  appreciation  of  the  universality  of  Christ- 
mas, better  expressed,  is  gained  through  a  study  of  Phillips 
Brooks's  "Everywhere,  Everywhere,  Christmas  To-night."" 
Poem  memorized. 

MimV— Gruger's  "Silent  Night"  (43),  Hofer's  "What 
Child  Is  This?"  (35),  L.  H.  Redner's  "O  Little  Town  of 
Bethlehem"  (43),  "Cantique  de  Noel"  (40  d),  "The  Yule 
Log"  (42),  "Hark,  the  Herald  Angels  Sing"  (43). 

Drazving — A  book  or  magazine  cover  in  conventional  de- 
sign from  poinsettia — designs  original. 

Physical  Education — "Holly  Wreath  Drill." 

Manual  Training — Bedroom  slippers  crocheted  for  gifts — 
slipper  stitch. 

*Lee's  and  Jackson's  Birthdays 

History — The  story  of  both  lives  reviewed  and  extended  to 
include  their  Civil  War  career. 

Language — Short  biographical  sketch  of  each  life,  stressing 
the  service  of  each  during  the  Civil  War.  A  class  debate  on 
some  question  concerning  the  Civil  War  that  will  suppress 
bitterness  of  sectional  feeling  and  stress  the  peace  movement 
of  to-day,  besides  giving  further  practice  in  argumentation. 

Literature — "The  Conquered  Banner"  and  "The  Sword  of 
Lee,"  the  latter  re-used  from  Sixth  Grade. 

Reading — "Marse  Robert  Is  Asleep,"  "Let  Us  Cross  Over 
the  River,"  and  Lee's  "Farewell  Address  to  His  Armv." 


♦For  typical  Confederate  Day  program,  see  page  286. 


Grade  VII  151 


M7/^ic— ''Stonewall  Jackson's  Way,"  "The  Bonnie  Blue 
Flag,"  "Tenting  To-night,"  "Lorena,"  and  "Dixie,"  "Sleep, 
Comrades,  Sleep"  (135). 

Drawing — Confederate  flags  painted. 

Material  for  program  may  be  had  from  War  Songs  and 
Poems,  by  H.  M.  Wharton.  Words  to  "Dixie"  as  published 
by  the  U.  D.  C 

St.  Valentine's  Day 

Language — Suggestions  for  entertaining  at  this  season  re- 
ported by  class  and  supplemented  by  teacher.  Games  de- 
scribed and  favors  suggested.  Lesson  largely  conversational, 
with  a  view  to  gaining  ease  of  expression  and  clearness  in 
description. 

Drawing — Original  designs  made  for  valentine  favors  to 
be  used  at  parties  given  in  the  home. 

Music — "A  Valentine"  (in  two  parts),  (41  c). 

Washington's  Birthday 

History — Washington's  contribution  to  our  country  as  sol- 
dier and  statesman.  Homes  in  which  he  was  quartered  dur- 
ing the  Revolution,  Craigie  House  at  Cambridge  and  New- 
burgh  on  the  Hudson,  as  they  are  to-day.  Story  is  told  class 
of  the  building  of  Washington's  Monument  at  Washington. 

Music — "Land  of  Greatness"  (40  d),  "Washington"  (42), 
"God,  Guard  Columbia"  (42). 

Easter 

Bible — Study  of  Christ's  life  concluded  with  Passion  Week 
and  the  accounts  of  the  resurrection  as  given  in  the  four  Gos- 
pels. Practice  in  using  Bible  concordance  is  given  here. 
Perry  pictures  are  used. 

Music — "The  Palms,"  "The  Resurrection,"  sheet  musio  by 
Albert  J.  Holden ;  Lyra  Dividica's  "Christ  the  Lord  Is  Risen 
To-day"  (43),  "Allelujah"  (43). 

Literature — "A  Handful  of  Clay,"  from  Van  Dyke's  Blue 
Flozver  read  to  class. 


152  Formulation  by  Grades 


STORY  LIFE 

Though  few  stories  are  Hsted  under  Story  Life  for  this 
grade,  the  story  interest  is  regarded  as  just  as  important  now 
as  at  any  other  time  in  the  children's  school  experience,  and 
the  handling  of  it  is  even  a  more  difficult  problem.  The  other 
Centers  of  Interest  for  Grade  VII  are  so  rich  in  literature  that 
the  larger  part  of  what  is  needed  for  Story  Life  is  also  of 
value  along  other  lines,  and  will  be  found  listed  under  these 
centers.  Much  of  this  literary  material  is  of  definite  help  in 
directing  the  social  instinct  which  is  developing  rapidly  at  this 
age.  This  is  particularly  true  of  much  of  what  is  used  in 
connection  with  The  Growth  of  Our  Nation  Into  a  World 
Power.  For  example,  Hale's  A  Man  Without  a  Country  sets 
forth  impressively  the  significance  of  citizenship  in  the  United 
States. 

Literature — Stories  and  poems  not  used  in  connection  with 
other  Centers  of  Interest :  Read  by  class :  Longfellow's 
"Evangeline,"  Dickens's  *'Mr.  Winkle  Learns  to  Skate"  from 
Pickwick  Papers,  and  Shakespeare's  "Comedy  of  Errors"  or 
"A  Midsummer  Night's  Dream,"  and  parts  of  "Juhus  Caesar" 
and  "Merchant  of  Venice."  The  following  read  to  class : 
Frances  Hodgson  Burnett's  "The  Land  of  the  Blue  Flower," 
Kipling's  "The  Song  of  the  Banjo,"  Poe's  "The  Masque  of 
the  Red  Death,"  some  of  Harris's  "Uncle  Remus"  stories, 
and  many  fables  and  fairy  stories. 

Language — Reproductions  of  fairy  stories  and  fables  for 
poise  of  manner,  brevity  in  narration,  and  choice  of  language. 
Book  reviews  written  and  story-synopses  made  to  gain 
clearer  conception  of  relative  values.  Original  stories  written 
for  fourth  grade  children  at  Christmas  time  and  an  imagina- 
tive tale  told  of  how  a  Rip  Van  Winkle  who  went  to  sleep 
before  the  Civil  War  might  deport  himself  at  such  an  event 
as  the  World's  Fair  at  San  Francisco  in  1915. 

GROUP  ACTIVITIES 

Physical  Training — A  basket-ball  team  organized  and 
match  games  planned.  Folk  dances  and  games  used  as 
follows : 

Dances:  "Landamm  Bunches,"  "The  Ace  of  Diamonds," 
"Highland    Fling,"    "May-pole    Dance,"    "Highland    Schot- 


Grade  VII  153 


tische,"   ''Finnish  Reel,"   "English   Harvesters'   Dance/'   and 
"Virginia  Reel"  (47). 

Games :  "Pass  and  Toss,"  "Bean  Bag  Relay,"  "Whip  Tag," 
"Fox  and  Geese,"  "Forcing  the  City  Gates,"  "All  Run," 
"Circle  Relay,"  "Poison  Snake,"  "Three-Legged  Race," 
"Club  Snatch,"  "Tug  of  War,"  "Potato  Relay  Race,"  "Wand 
Race,"  "Pig  in  a  Hole,"  and  "Sack  Race"  (48). 

Music — The  class  in  music  is  organized  as  the  Seventh 
Grade  Choral  Club  and  more  fluent  sight-reading  is  gained 
through  the  presentation  of  many  standard  selections.  The 
two-part  work  lends  especial  interest  here.  The  songs  that 
are  not  related  to  other  grade  interests  but  sung  for  enjoy- 
ment are  from  The  Assembly  Song  Book  (99),  largely,  and 
are  as  follows:  "Hark,  Hark,  the  Lark,"  "Drink  To  Me 
Only  With  Thine  Eyes,"  "All  Through  the  Night,"  "Santa 
Lucia,"  "The  Lorelei,"  "The  Last  Rose  of  Summer,"  "Annie 
Laurie,"  "The  Spacious  Firmament  on  High,"  and  "The  Lord 
is  My  Shepherd." 

Language — Class  debates  on  current  topics  for  further 
practice  in  argumentation.  Some  questions  debated  have 
been:  That  immigration  is  a  benefit  to  our  country;  That 
the  Panama  tolls  exemption  clause  should  be  repealed ;  That 
preparing  for  war  in  times  of  peace  is  contrary  to  the  peace 
policies  adopted  by  great  nations  to-day.  A  "Round  Robin" 
letter  is  planned  for  the  summer,  the  supervisor,  student 
teachers,  and  pupils,  all  participating.  Program  for  the  clos- 
ing day  of  school  planned  by  class. 

Literatiure  and  Reading  —  Dramatic  readings  from 
Dickens's  "A  Christmas  Carol,"  and  from  "Julius  Caesar"; 
the  whole  of  "The  Comedy  of  Errors"  or  "A  Midsummer 
Night's  Dream"  read  by  class.  Entertainments  from  time 
to  time. 

SCHOOL  NEEDS 

Drazmng — Designs  for  blackboard  in  straight-line  of  con- 
ventionalized flower  or  leaf  forms  worked  out  in  stencil  and 
the  best  one  selected  for  schoolroom.  Covers  for  booklets 
as  needed  in  language  or  nature  study — motifs  being  suited  to 
the  content  of  booklet.  A  cover  designed  for  Current  Events, 
also  one  for  memory  gems  from  literature.  Designs  made 
for  sofa  pillows  and  table  runners. 


154  Formulation  by  Grades 


Household  and  Industrial  Arts — Applying  and  completing 
the  stenciled  blackboard  border  design  selected  from  class 
work  in  drawing.  Making  the  binders  for  Current  Events, 
literary  gems,  language  work,  etc.  Working  out  the  sofa 
pillow  and  table  runner  designs  for  schoolrooms  or  office. 
Modeling  of  window-boxes  and  jardinieres  in  concrete. 
Selecting  and  hanging  pictures  suitable  to  grade.  Study  of 
flower  receptacles  and  arrangement  of  flowers  in  them.  Plan- 
ning of  yard  plot  assigned  to  grade  for  keeping.  Making  of 
any  costumes  needed  in  class  exercises. 

Nature  Study — Testing  seed  for  planting  and  taking  care 
of  the  window-boxes  and  yard  plot  assigned. 

Language — Letters  to  the  congressional  representative  ask- 
ing for  bulletin  on  annual  flowering  plants.  No.  195,  also  for 
seed  to  plant  in  the  grade  plat.  Orders  for  any  books  or 
pictures  that  are  needed  by  the  grade,  the  best  letter  being 
selected  to  send. 

Arithmetic — Measuring  the  garden  plat  for  arrangement 
in  planting;  calculating  cost  of  materials  used  in  industrial  or 
household  arts.  This  furnishes  material  for  a  review  of 
making  out,  paying,  and  receipting  bills.  The  expression  of 
ratios  by  means  of  percentage  re-used  in  testing  seed  for 
garden.  The  economic  value  of  manual  training  considered 
as  articles  are  made  for  schoolroom  decoration. 


II.    FORMULATION  BY  SUBJECTS 


ARITHMETIC 


The  direct  aim  of  arithmetic  teaching,  in  the  grades,  is  to 
meet  the  needs  of  and  arouse  interest  in  the  number  side  of 
life.  In  order  to  reach  this  aim  and  develop  in  the  pupils  a 
proper  feeling  for  arithmetic,  and  a  realization  of  these 
number  needs,  the  effort  is  made  throughout  the  course  to 
draw  the  material  for  this  subject  from  their  occupations  and 
interests  in  such  a  way  as  to  make  them  realize,  not  only  the 
present  need  for  arithmetical  processes  in  the  solution  of  these 
problems,  but  also  the  possibility  of  a  future  greater  need  for 
a  more  extended  knowledge  in  the  probable  demands  of  adult 
Hfe. 

As  may  be  seen  from  the  following  outline  and  from  the 
formulation  by  grades,  arithmetical  situations  which  arise  in 
connection  with  life  topics  afford  material  for  the  arithmetic. 
Of  course,  in  the  lower  grades  it  is  sometimes  necessary  to 
bend  and  adapt  this  material  to  the  limitations  of  the  pupil  and 
to  the  processes  which  are  being  emphasized  at  the  time.  For 
while  the  effort  is  made  everywhere  to  have  the  arithmetic 
grow  out  of  and  be  related  to  the  children's  interest  and  occu- 
pations, yet  it  is  borne  in  mind  that  in  the  lower  grades  the 
mechanics  of  the  subject  must  he  mastered.  When  the  pupils 
have  been  brought  to  feel  the  need  for  a  certain  process, 
abundance  of  drill  in  that  process  is  given.  The  teaching  of 
arithmetic  is  in  no  way  incidental. 

The  topics  listed  in  the  outline  for  each  grade  are  intended 
to  be  suggestive  rather  than  arbitrary.  The  teacher  is  free 
to  draw  her  material  from  any  other  topic  which  presents 
itself  or  to  omit  any  of  those  listed  which  do  not  seem  prac- 
ticable for  her  particular  grade  or  term. 

Supplementary  work  is  provided  for  those  pupils  who  are 
able  to  do  more  than  the  average  of  the  class  and  whose 
interests  would  suffer  if  they  were  held  back.  This  work, 
however,  has  to  be  of  such  a  nature  that  the  next  term's  work 
will  not  depend  upon  it.  In  many  cases  it  is  the  solving  of 
arithmetical  problems  arising  in  connection  with  other 
subjects  which  would  otherwise  be  omitted. 

Standardized  tests  are  used  as  a  means  of  measuring 
progress  in  the  essentials.     Of  the  available  tests,  those  by 


158  Formulation  by  Subjects 

Courtis  have  been  found  the  best.  As  the  standards  in  the 
Courtis  System  are  based  on  the  abilities  of  children  in  the 
respective  grades  and  on  life  needs,  one  of  the  strong  motives 
for  drill  is  found  in  the  desires  of  pupils  to  reach  the  standard 
of  their  particular  grade. 

The  amount  of  review  at  the  beginning  of  each  term  is 
determined  by  the  need  of  the  class  in  question.  It  is  of 
course  greater  in  the  fall  than  in  the  spring. 

The  Modern  Arithmetic,  by  Eugene  Smith,  is  the  text-book 
used  by  the  pupils,  but  the  book  on  the  State  list  is  also  in  the 
hands  of  the  student-teacher  in  order  that  she  may  become 
familiar  with  it. 

GRADE  I 

The  number  work  of  this  grade  is  based  upon  the  children's 
number  experiences  before  entering  school,  the  number  needs 
which  present  themselves  in  their  school  work,  and  upon  their 
sense  of  pleasure  in  the  rhythm  and  easy  mental  gymnastics 
connected  with  counting.  The  aims  are  (1)  to  make 
arithmetic  function  in  the  present  life  of  the  child  by  using 
numbers  where  a  real  need  for  them  arises,  and  (2)  through 
this  to  teach  certain  number  facts  which  form  the  basis  of 
further  progress. 

These  aims  are  accomplished  through  such  activities  as : 
Counting  children  in  the  room;  counting  materials  to  be  dis- 
tributed, such  as  paper,  pencils,  and  scissors ;  measuring  with 
foot  rule  in  connection  with  doll  furniture  and  other  industrial 
projects;  measuring  heights  of  children;  measuring  with 
yard  stick  in  gardening ;  number  games ;  writing  numbers  in 
calendars;  reading  number  of  page  in  reading  book;  and 
keeping  5-  and  10-cent  store. 

The  work  as  outlined  is  supposed  to  be  within  the  ability 
of  the  average  first-grade  child,  but  is  in  no  way  ironclad,  and 
any  other  work  which  meets  the  number  needs  of  the  chil- 
dren is  used. 

Term  A.     Counting — By  I's  and  lO's  to  100;  by  2's  to  12. 

Operations  zmth  numbers — Addition  combinations  from  1 
to  10;   some  easy  subtraction. 

Measuring — Estimating  and  measuring  distances  with  inch 
and  foot ;  learning  to  know  the  real  coins,  penny,  nickel, 
dime. 


Arithmetic  159 


Fractions — Halves  and  fourths  of  a  single  object. 

Reading  and  zvriting  numbers — Writing  numbers  from  1 
to  10,  reading  numbers  to  100. 

Term  B.  Counting— Ey  5's  to  100:  by  2's  to  30;  by  3's 
and  4's  to  12. 

Operations  with  numbers — All  addition  and  subtraction 
combinations  from  1  to  10  and  some  easy  addition  ones 
beyond. 

Measuring  and  denominate  numbers — Measuring  with 
inch,  foot,  yard;  relation  of  dime,  quarter,  half  dollar,  dollar; 
relation  of  day,  week,  month,  year;  buying  and  selling  in  toy 
store  with  pennies,  nickels,  and  dimes. 

Reading  and  writing  numbers — Number  space  1  to  100; 
figures  made  and  numbers  read  as  needed  in  connection  with 
other  studies-;  Roman  numerals  from  I  to  XII  connected  with 
reading  time  from  the  clock. 

While  there  is  no  arbitrary  requirement  for  this  grade,  it 
is  expected  that  the  children  entering  the  second  grade  possess 
a  working  knowledge  of  all  the  addition  and  subtraction  com- 
binations from  1  to  10  and  the  easier  combinations  to  12. 

GRADE  II 

Rote  memory  is  easy  for  children  of  this  grade,  and  the 
play  instinct  is  strong.  Besides  these  two  dominant  tenden- 
cies we  find  the  competitive  spirit  dawning  about  this  time. 
All  these  facts  taken  together  make  drill  not  only  one  of  the 
most  pleasurable  and  most  satisfying  features  of  the  child's 
school  experience,  but  a  means  of  fixing  certain  number  facts 
and  relations  as  well.  Reasoning  becomes  more  active,  but  is 
based  almost  solely  on  concrete  situations. 

The  aims  of  the  arithmetic  course  for  this  grade  are  to  fix 
certain  number  facts  and  relations,  and  to  begin  developing 
the  reasoning  power  of  the  children.  To  do  this,  concrete 
situations  are  used  which  furnish  not  only  material  for 
developing  the  child's  reasoning  ability,  but  which  supply 
abundant  and  systematic  drill  upon  the  processes  needed. 
The  work  of  this  grade  is  based  largely  upon  the  needs  of  the 
children  growing  out  of  other  school  work,  and  is  aided  by 
games  and  contests. 


160  Formulation  by  Subjects 

The  material  for  this  work  is  drawn  largely  from  such 
topics  as  measuring  in  making  booklets,  toy  furniture,  plan  of 
garden;  changing  money,  weighing,  measuring,  and  keeping- 
account  of  bills  in  playing  store;  measuring,  recording,  and 
comparing  heights;  keeping  score  for  games  involving 
addition  and  multiplication;  comparing  scores  involving  sub- 
traction ;  drilling  on  tables  for  contents ;  and  other  topics 
which  may  be  seen  in  the  grade  outline. 

Term  A.  Work  of  first  grade  reviewed  and  extended  to 
include  counting  by  2's  to  100;  by  3's  to  30;  by  4's  to  20;  by 
5's  and  lO's  to  100,  beginning  with  0. 

Combinations  of  numbers — Addition  combinations  through 
12;  addition  of  numbers  of  two  figures;  subtraction  taught 
as  inverse  of  addition;  knowledge  of  addition  and  sub- 
traction combinations  applied  to  increasing  or  decreasing  a 
number  of  two  figures,  by  a  number  of  one  figure :  e.  g., 
25-1-4,  29  —  4;  multiplication  tables  of  2's,  3's  through 
5X3,  4's  through  5X4,  5's  through  5x5,  lO's  through 
10  X  10,  based  upon  counting. 

Measuring  and  denominate  numbers — Estimating  and 
measuring  distance  with  inch,  foot,  and  yard ;  making  change 
with  money ;    writing  dates ;   writing  United  States  money. 

Term  B.  Counting— By  4's  to  24;  by  6's  to  30;  by  7's 
to  21 ;   by  8's  to  24;  by  lO's  beginning  with  any  number. 

Combinations  of  numbers — Addition  combinations  includ- 
ing the  45  combinations  and  carrying  in  adding  two  numbers. 
Subtraction  taught  as  the  inverse  of  addition. 

Fractions — Halves,  fourths,  thirds  of  a  single  object;  par- 
tition exercises  within  tables  learned. 

Reading  and  writing  numbers  of  three  figures. 

A  pupil  leaving  the  second  grade  should  know  thoroughly 
the  addition  and  subtraction  combinations.  He  should  be  able 
to  do  simple  written  work  in  the  addition  and  subtraction  of 
numbers  of  two  figures  involving  "carrying,"  in  addition,  but 
not  involving  ''borrowing"  in  subtraction.  The  foundation 
for  the  multiplication  work  of  the  third  grade  is  also  laid. 

GRADE  HI 

Because  of  the  strong  tendency  towards  rote  memory  and 
imitation,  children  in  this  grade  are  easily  trained  to  make 


Arithmetic  161 


automatic  response  to  the  majority  of  number  situations  pre- 
sented in  the  grade. 

The  aims  of  the  arithmetic  work  are  to  arouse  in  the 
children  a  felt  need  for  arithmetical  processes ;  to  develop  the 
fundamentals  of  arithmetic  and  drill  upon  them.  The  realiza- 
tion of  these  aims  is  accomplished  through  the  work  growing 
out  of  grade  occupations  and  everyday  life  experiences  which 
furnish  material  suited  to  the  number  requirements  of  the 
grade,  such  as:  Keeping  account  of  sale  of  vegetable  and 
farm  crops;  estimating  cost  of  food  products  and  clothing; 
finding  cost  of  grade  supplies ;  keeping  Christmas  toy  shop ; 
playing  games  involving  keeping  of  scores ;  measuring  in  lay- 
ing off  farm  and  garden,  in  sand  table  construction,  and  in 
making  booklets. 

A  text-book  is  used  for  drill  work,  and  the  children  are 
taught  to  read  and  interpret  for  themselves  printed  problems. 
A  beginning  is  made  in  oral  problem  stating  as  an  aid  to  clear 
and  purposive  thinking. 

Term  A.  The  work  of  previous  grades  thoroughly  re- 
viewed and  extended  to  include : 

Fundamental  operations — Column  addition  of  numbers  of 
three  figures  including  dollars  and  cents,  involving  "carry- 
ing;" in  subtraction,  the  making  of  change,  also  drill  work 
providing  numbers  of  four  figures  in  which  some  of  the 
figures  in  the  subtrahend  exceed  those  of  the  minuend; 
multiplication  of  numbers  of  three  and  four  figures  by 
numbers  of  one  figure  within  limit  of  tables  learned;  short 
division  of  numbers  of  three  figures  by  a  number  of  one  figure 
within  limit  of  tables  learned  and  involving  mental  carrying; 
much  oral  drill  in  each  of  the  fundamental  processes  with 
especial  emphasis  on  single  column  addition. 

Counting — Forward  and  backward  by  5's,  lO's,  2's,  3's,  4's, 
6's,  etc.,  in  number  space  from  1  to  100. 

Tables — The  forty-five  addition  facts  reviewed  and  drilled 
upon  until  automatic;  the  second,  third,  fourth,  fifth,  tenth, 
and  eleventh  lines  of  multiplication  table  taught. 

Fractions — Objective  fractions  of  single  objects;  fractional 
parts  of  groups  in  connection  with  multiplication  tables. 

Measurements — All  measurement  work  is  kept  concrete, 
giving  the  children  opportunity  for  actual  measuring.  The 
tables  taught  include  liquid  and  dry  measure,  linear  measure, 
time,  weight,  and  United  States  money. 


u 


162  Formulation  by  Subjects 


Symbols — Reading  and  writing  numbers  of  four  figures. 
Roman  numerals  to  XXX. 

Problems — Making  and  solving  simple  problems  of  one 
step.     Also  simple  problems  from  text-book. 

Term  B.  Fundamental  Operations — Work  of  previous 
term  extended. 

Tables — Multiplication  tables  completed. 

Fractions — Work  of  previous  term  extended;  easy  reduc- 
tion work  objectively  taught. 

Measurements — Work  of  previous  term  extended ;  the  idea 
of  surface  measure  developed. 

Symbols — Reading  and  writing  numbers  extended  to  five 
and  six  figures.     Roman  numerals  to  L. 

Problems — Work  of  previous  term  extended  to  include 
problems  of  two  steps. 

At  the  close  of  the  third  grade  the  children  should  knozu 
the  forty-five  addition  facts  and  the  multiplication  tables; 
should  be  able,  with  reasonable  accuracy  and  speed,  to  use  the 
fundamental  processes,  except  long  division,  and  to  apply 
these  processes  in  simple  problems.  Written  work  is  still  sub- 
ordinate to  oral. 

Text-book:  Smith's  Modern  Primary  Arithmetic,  used  with 
the  State  book. 

GRADE  IV 

The  interest  in  practical  activities  involving  a  consideration 
of  number  relations,  the  strong  competitive  instinct  and  pride 
in  conquering  a  difficult  situation,  are  characteristics  of  the 
children  which  vitalize  the  arithmetic  of  this  grade.  As 
throughout  the  course  the  arithmetic  is  based  upon  actual 
transactions,  but  since  there  is,  in  the  number  situations  in 
which  the  children  of  this  grade  are  interested,  a  definite 
demand  for  quickness  and  accuracy  in  securing  results,  much 
additional  practice  work,  similar  in  principle  and  process,  is 
supplied  by  the  teacher  and  the  text-book  in  order  to  develop 
and  fix  a  practical  working  measure  of  number  ability. 

B>mphasis  is  placed  upon  concrete  situations  demanding 
mathematical  solution,  clear  understanding  of  conditions  and 
statement  of  problems,  speed  and  accuracy  in  processes. 


Arithmetic  163 


Some  of  the  topics  furnishing  basis  for  this  work  are  cost 
of  text-books  and  other  school  and  garden  supphes ;  Christ- 
mas shopping,  using  Christmas  advertisements  and  cata- 
logues ;  bills  for  actual  supplies  for  home  and  school  use ; 
measurements  of  blackboards,  windows,  etc.,  to  find  cost  of 
slate  and  glass;  measuring  of  garden  plot  and  of  canvas  for 
lettuce  bed ;  checking  written  work,  etc. 

Term  A.  Work  of  previous  grades  reviewed  and  ex- 
tended to  include  multiplication  by  more  than  one  figure ;  drill 
for  speed  and  accuracy  in  combinations  in  fundamentals ; 
work  in  surface  measurements,  long  division  problems. 

Term  B.  Continued  drill  in  long  division.  Measure- 
ments and  denominate  number  work  as  actually  used  by 
class ;  addition  and  subtraction  of  fractions  in  which  the  de- 
nominators are  simple  enough  to  be  reduced  by  inspection; 
multiplication  of  whole  numbers  by  mixed  numbers ;  arith- 
metic races  for  raising  class  standard  of  speed  and  accuracy. 

At  the  end  of  the  fourth  year  pupils  should  be  able  to  use 
the  four  fundamental  processes  with  ease  and  accuracy. 
They  should  also  be  able  to  read,  interpret,  and  give  oral 
statement  and  written  form  of  problems  involving  not  more 
than  two  processes. 

Text-book:  Smith's  Modern  Primary  Arithmetic,  used  with 
State  book. 

GRADE  V 

When  the  children  reach  this  grade  their  experiences  are 
broadening  very  rapidly,  and  their  knowledge  of  number 
relations  and  processes  is  becoming  more  and  more  inade- 
quate to  the  demands  of  their  daily  interests.  They  come  to 
a  realization  of  this  fact  through  their  unsuccessful  attempts 
to  gain  control  of  the  number  side  of  their  life  and  school 
enterprises. 

The  work  of  the  grade  aims  to  reveal  to  them  their  specific 
needs  and  to  enable  them,  as  far  as  practicable,  to  satisfy 
these,  and  is  therefore  made  to  relate  to  such  interests  as 
center  in  school  activities  and  to  such  genuine  experiences  as 
will  presumably  be  met  in  a  wider  industrial  field. 

Some  of  the  topics  from  which  material  for  arithmetic  is 
drawn  are :   Measuring  the  altitude  of  the  sun  with  protractor 


164  Formulation  by  Subjects 


for  comparison  at  equinoxes  and  solstices ;  measuring  garden 
beds  and  drawing  to  a  scale ;  measuring  length  of  pupils'  step 
as  convenient  units  of  measurements  for  distances;  finding 
cost  of  Christmas  presents;  comparison  by  ratio  and  per  cent 
of  populations;  finding  per  cent  of  increase;  similar  com- 
parative study  from  United  States  census  bulletins  and  Hand- 
book of  Virginia,  of  the  important  crops  of  Virginia  and  the 
United  States  relative  to  production,  acreage,  value,  etc. ; 
solving  problems  in  profit  and  loss,  percentage  and  interest  in 
connection  with  industries  of  Virginia  and  United  States,  and 
other  topics  which  may  be  seen  from  the  grade  outline. 

Term  A.  Drill  for  speed  and  accuracy  in  fundamental 
processes;  further  practice  in  interpretation  of  printed  prob- 
lems and  form  of  written  work;  table  for  measurement  of 
time  and  practice  in  finding  time;  reduction  of  common 
fractions,  including  rules  for  divisibility  by  2,  3,  4  and  5 ; 
fundamental  processes  with  common  fractions.  Oral  work 
regularly. 

Term  B.  Drill  for  speed  and  accuracy  in  fundamental 
processes;  adding  by  groups;  quick  subtraction  from  one 
hundred ;  review  of  Roman  numerals ;  further  practice  in  in- 
terpretation of  printed  problems  and  form  of  written  work; 
denominate  numbers  as  in  text,  with  additional  problems  in 
linear  and  surface  measurement;  review  of  tables  in  text  and 
processes  therewith ;  fundamental  processes  with  decimal 
fractions ;  changing  per  cent  to  a  common  or  decimal  fraction ; 
changing  common  or  decimal  fractions  to  per  cent;  oral  work 
regularly. 

Pupils  leaving  the  fifth  grade  should  be  able  to  work  with 
ease  ordinary  problems  involving  common  and  decimal 
fractions;  to  change  common  fractions  to  decimal  fractions 
and  vice  versa;  should  have  a  working  knowledge  of  the 
fractional  equivalents  of  12^^%,  20%,  25%,  33>^%,  50%, 
etc.,  and  an  introduction  to  some  of  the  simple  situations  in- 
volving percentage. 

Text-book:  Smith's  Modern  Advanced  Arithmetic,  used 
with  the  State  book. 

GRADE  VI 

In  planning  the  arithmetic  course  for  this  grade,  the  fact 
that  children  reason  in  the  abstract  only  to  a  limited  extent 


Arithmetic  165 


has  been  considered,  and  because  this  age  marks  the  end  of 
the  period  when  habits  are  formed  most  readily,  special  atten- 
tion is  given  to  drill  in  short  methods  for  fundamental  opera- 
tions, in  fixing  right  habits  of  work  and  in  developing  a  sense 
for  accuracy. 

To  meet  the  demands  of  the  grade,  many  concrete,  practical 
situations  are  discovered,  or  provided,  by  the*  teacher,  through 
which  practice  in  the  processes  and  in  applying  the  principles 
already  learned  can  be  given.  Much  of  the  material  for  this 
work  is  found  in  other  subjects,  which,  because  of  their 
breadth,  can  be  made  to  supply  number  situations.  Some  of 
the  work  also  grows  out  of  the  child's  interest  in  his  home 
and  community. 

Some  of  the  topics  which  may  be  used  to  vitalize  the  work 
of  the  grade  are  as  follows :  comparing  the  number  of  cubic 
feet  of  air  space  in  the  schoolroom  with  the  number  necessary 
for  healthful  ventilation;  dividing  spaces  accurately  for  letter- 
ing on  book  backs  for  fall  drawings,  Christmas  work,  or  other 
language  work ;  measuring  angles,  in  estimating  the  compara- 
tive height  of  the  sun  at  the  equinoxes  and  the  winter  solstice ; 
comparing  length  of  shadows  at  different  seasons ;  finding  out 
how  much  articles  bought  in  England,  France,  Germany,  and 
Italy  cost  in  our  money;  estimating  the  cost  of  Hving  to-day; 
learning  how  lumber  and  wood  are  measured  and  sold ;  learn- 
ing about  the  uses  of  banks  so  as  to  be  able  to  deposit  money 
made  at  school  entertainments;  finding  out  about  interest  so 
as  to  estimate  the  incomes  of  some  of  the  wealthy  men  of  the 
town;  calculating  the  cost  of  Christmas  presents,  and  the 
profit  made  by  merchants  on  Christmas  goods,  especially  on 
toys  shipped  from  Germany;  studying  taxes  as  one  of  the 
ways  in  which  the  people  of  the  town  and  state  help  support 
the  local  and  state  government,  taken  up  while  studying  State 
Civics. 

Term  A.  Review  of  work  of  previous  grades;  -  short 
processes  for  fundamental  operations,  especially  in  common 
and  decimal  fractions;  study  of  cubic  measure,  the  measure 
of  wood,  and  measure  of  angles ;  study  of  percentage,  includ- 
ing profit  and  loss  and  commission. 

Clear  and  logical  statements  of  written  problems  are  every- 
where insisted  upon,  and  much  oral  work  is  given. 

Term  B.  Review  and  extension  of  work  of  previous 
grades;   the  uses  of  banks  discussed,  and  interest  introduced; 


166  Formulation  by  Subjects 

Italian,  French,  German,  and  English  money  studied  for 
practice  in  denominate  numbers;  other  denominate  numbers 
reviewed;   town  and  state  taxes. 

Children  leaving  the  sixth  grade  should  know  thoroughly 
the  fundamental  processes  with  common  and  decimal 
fractions;  should  have  a  working  knowledge  of  denominate 
numbers;  should  have  a  good  introduction  to  percentage, 
including  some  of  the  easier  applications;  and  should  know 
how  to  solve  the  easier  problems  in  interest. 

Text-books:  Smith's  Modern  Advanced  Arithmetic,  used 
with  the  State  book. 

GRADE  VII 

In  the  civics,  history,  and  geography  work  of  the  seventh 
grade,  the  children's  social  interests  bring  out  such  questions 
as  these:  ''How  do  banks  begin  business?"  "What  is  the 
difference  between  state  and  national  banks?"  ''How  do 
corporations  borrow  money?"  "How  can  the  United  States 
borrow  from  its  citizens?"  "Where  does  the  money  come 
from  that  is  needed  to  run  our  national  government?"  The 
arithmetic  course  for  this  grade  is  planned  to  answer  the 
above  and  other  like  questions,  and,  at  the  same  time,  to  fur- 
nish drill  which  will  make  the  children  more  skillful  in  the 
handling  of  mechanical  processes  already  learned. 

Stocks  are  introduced  through  a  study  of  the  organization 
of  Farmville  banks,  and  drill  is  provided  as  the  class  is  consid- 
ering the  advantage  of  owning  certain  stocks.  Banking  is 
approached  from  the  standpoint  of  service  rendered,  and  sub- 
topics under  banking,  such  as  interest,  bank  discount,  and 
promissory  notes,  are  made  clear  as  class  inquires  concerning 
the  running  of  a  bank.  Since  we  are  training  citizens  rather 
than  bankers,  only  practical  problems,  such  as  the  average 
man  meets,  are  given,  but  sufficient  drill  is  provided  to  insure 
proficiency  in  the  methods  used. 

Goz^ernment  revenues,  another  new  topic,  must  be  consid- 
ered, as  the  child  reads  inquiringly  from  Current  Events 
about  the  tariff  question,  new  income  tax  law,  or  prohibition 
agitation. 

This  being  the  last  year  of  elementary  school  work,  there 
should  come  a  summarization  of  the  mathematical  knowledge 
already  acquired,  hence  review  forms  a  prominent  part  of  the 


Arithmetic  167 


first  term's  work.  This  review  is  secured  through  a  re-use  of 
the  topics  treated  in  previous  grades,  but  with  new  and  added 
interest  due  to  the  broadening  of  the  child's  outlook. 

Term  A.  Profit  and  loss,  commercial  discount,  com- 
mission and  brokerage,  taxes  and  interest  reviewed  as  needed, 
and  the  application  of  percentage  extended  to  include  govern- 
ment revenues. 

Term  B.  Banking — Interest,  promissory  notes,  and  bank 
discount;  stocks  and  bonds;  and  longitude  and  time.  (See 
Geography  for  Term  B.) 

A  child  on  leaving  this  grade  should  be  able  to  solve  quickly 
and  accurately  any  problem  that  the  average  citizen  meets. 
He  should  be  able  to  read  the  newspapers  with  a  fair  degree 
of  intelligence  on  such  matters  as  tariff,  income  tax,  new 
currency  law,  bond  issues,  and  local,  state,  or  national  taxes. 

Text-book:  Smith's  Modern  Advanced  Arithmetic,  used 
with  the  State  book. 


BIBLE 


The  Bible  is  studied  in  order  to  minister  to  the  rehgious 
instincts  of  the  children.  No  denominational  creeds  or  doc- 
trines are  taught,  but  the  broader  and  more  fundamental 
ideas  of,  our  religious  and  moral  beliefs*  are  emphasized. 
Further  aims  are  general  acquaintance  with  Bible  heroes; 
ability  to  use  the  Bible  with  ease;  an  appreciation  of  the  Bible, 
first  of  all,  as  the  book  of  our  religion,  and,  second,  for  its 
literary  and  cultural  value. 

The  subject  matter  and  method  of  presentation  are  varied 
to  suit  the  needs  of  the  child  as  he  develops  from  year  to  year. 
The  customs  and  geography  of  Bible  lands  are  taught  as 
needed  to  make  the  meaning  clear.  Memorization  of  Bible 
verses  is  done  in  all  the  grades.  In  the  lower  grades  the 
subject-matter  centers  largely  around  the  Bible  heroes;  but 
in  the  upper  grades  a  more  systematic  study  by  periods  is 
attempted.  Consequently,  the  repetition  found  in  the  ar- 
rangement is  apparent  rather  than  real. 

KINDERGARTEN 

The  aim  of  the  work  in  the  Kindergarten  is  to  use  the  Bible 
stories  as  a  stimulus  to  the  moral  ideas  and  to  present  the 
story  of  the  Christ-child  as  nearly  as  possible  in  the  language 
of  the  Bible,  that  early  familiarity  with  the  story  may  give  the 
children  the  real  meaning  of  Christmas. 

For  this  purpose  a  few  carefully  selected  stories  are  told: 
the  stories  of  the  Nativity  at  Christmas  time,  and  such  stories 
as  David  and  Goliath,  and  Daniel  as  illustrations  of  bravery, 
or  the  story  of  the  baby  Moses  as  a  type  of  family  devotion. 

GRADE  I 

Many  of  the  Old  Testament  stories  have  a  peculiar  charm 
for  children  because  of  the  life  they  depict.  Those  selected 
for  the  First  Grade  are  chosen  because  they  show  in  simple, 
graphic  form  the  sure  reward  of  trust  and  obedience  and  the 
inexorable  punishment  of  sin  and  disobedience.  These  narra- 
tives carry  with  them  their  own  deep  moral  lessons.  The 
meaning  of  the  story  is  brought  out  in  the  telling.  The  stories 
are  told  and  retold  for  the  joy  they  give,  in  order  that  they 


Bible  169 


may  become  the  permanent  possessions  of  the  child.     Two 
stories  are  taken  from  the  New  Testament. 

Terms  A  and  B.  Adam  and  Eve,  Noah  and  the  Flood, 
Moses  in  the  Bulrushes,  David  and  Goliath,  Elijah  Fed  by 
the  Ravens,  Daniel  in  the  Lion's  Den,  the  Birth  of  Christ,  the 
First  Easter,  and  several  simple  prayers  are  learned. 

GRADE  II 

The  Bible  work  planned  for  second  grade  children  is  a 
continuation  of  the  study  of  the  Old  Testament  heroes  begun 
in  the  First  Grade,  but  with  more  detailed  study  of  their  lives. 

The  lives  of  these  heroes  are  full  of  action,  yet  simple.  The 
story  of  the  Birth  of  Christ  is  re-used.  These  stories  are 
partly  read  and  partly  told. 

Terms  A  and  B.  The  Birth  of  Christ  re-used  as  recorded 
by  Luke.  The  environmental  setting  emphasized.  The 
stories  of  Jacob,  Joseph,  and  Moses  studied.  Hurlbut's 
Story  of  the  Bible  in  the  teacher's  hands.  Wherever  the 
words  are  simple  enough  the  story  is  read  from  the  Bible. 
The  following  selections  memorized:  Luke  II,  8-14;  Psalms 
LXV,  11-13;  Song  of  Solomon  II,  11-13. 

GRADE  III 

For  the  same  values  as  stated  in  preceding  outlines  there 
is  a  continued  study  of  the  Old  Testament  Stories  in  this 
grade,  with  the  addition  that  the  environmental  setting  of 
each  story  is  emphasized.  The  work  in  memorizing  is  for  the 
purpose  of  increasing  the  child's  knowledge  of  choice  Biblical 
passages,  which  in  time  will  be  to  him  as  life  mottoes.  The 
simple  study  of  Jesus's  life  brings  into  the  hearts  of  the  little 
ones  an  added  love  of  the  Savior. 

Term  A  and  B.  Baldwin's  Old  Stories  of  the  East  is  used 
as  a  basis  for  the  Old  Testament  stories,  emphasis  being  laid 
upon  the  stories  of  Abraham,  Samson,  Ruth,  Saul,  David, 
Jonathan,  and  a  review  of  Joseph  and  Moses  from  Grades  I 
and  11.  In  the  latter  part  of  the  year  the  children  use  their 
collection  of  stories  as  one  of  their  reading  texts.  The  Beati- 
tudes, the  Twenty-third  Psalm,  and  selections  from  Psalms  of 
Thanksgiving  are  memorized.      Various   gospel   accounts   of 


170  Formulation  by  Subjects 

the  Savior's  birth  and  selections  from  his  ministry  are  read 
from  the  Bible  by  the  teacher.  Pictures  of  the  Nativity,  of 
the  Boy  Jesus,  and  Christ  the  Good  Shepherd,  are  used  to 
supplement  this  study. 

GRADE  IV 

The  keen  interest  of  the  children  of  this  age  in  stories  of 
action  and  daring  and  their  growing  preference  for  "true" 
stories  make  the  simple  outline  of  the  Old  Testament  history 
as  told  in  connection  with  the  heroes  of  Israel  an  acceptable 
basis  for  the  Bible  study  for  this  grade.  Faith,  bravery,  and 
loyalty  are  the  qualities  we  find  most  frequently  appreciated 
by  the  children. 

Terms  A  and  B.  Old  Testament  stories  of  the  Children 
of  Israel,  beginning  with  the  exile  in  Egypt.  The  journey  to 
the  Promised  Land,  Joshua  and  the  Judges ;  Saul,  David,  and 
Solomon,  the  three  great  kings  of  Israel.  Hurlbut's  Story 
of  the  Bible  as  a  basis  for  selection;  simpler  passages  read 
from  Bible  by  children.  Psalms  47,  81,  115,  116,  136  read  in 
part  as  reflecting  the  history  of  the  struggles  of  the  Israelites. 
Memorizing  Psalms  100,  117,  121,  124.  Christmas  story 
from  St.  Matthew,  and  St.  Luke  read  by  the  children. 
Luke  I,  46-55,  and  68-79,  compared  with  Psalms  previously 
learned. 

GRADE  V 

Children  usually  come  to  the  fifth  grade  fond  of  Bible 
stories.  This  is  due  partly  to  their  natural  love  for  stories 
and  partly  to  the  general  atmosphere  and  training  of  a 
religious  community.  The  work  attempts  to  promote  this 
interest  in  the  Bible,  to  acquaint  the  child  with  the  main  facts 
of  the  stories  listed,  and  to  furnish  a  proper  setting  for  them 
by  means  of  comparison  with  stories  of  other  ancient  nations. 
As  far  as  practicable  they  are  encouraged  to  judge  of  the 
moral  values  of  specific  acts  of  the  heroes  studied,  and  free 
use  is  made  of  selections  as  needed  for  moral  and  spiritual 
uplift. 

Terms  A  and  B.  The  migration  of  Abraham's  family 
to  Canaan  as  compared  with  the  migrations  of  other  ancient 
peoples;  Hebrew  worship  as  compared  with  that  of  the 
Aryans,  Persians,  and  Greeks;  the  tendency  to  idolatry  and 


Bible 171 

the  first  and  second  commandments  as  means  of  fighting  it; 
the  Year  of  Jubilee  compared  with  similar  times  observed  by 
other  nations  for  the  casting  off  of  burdens;  the  Conquest 
of  Canaan  by  the  Israelites  and  the  establishment  of  the  king- 
dom of  Saul,  David,  and  Solomon.  Such  reviews  of  the 
Ten  Commandments  as  seem  wise,  and  of  selections  mem- 
orized in  lower  grades.  The  First  Psalm  memorized.  Prac- 
tice in  finding  the  books  of  the  Bible  by  means  of  the  table 
of  contents,  and  in  locating  chapters  and  verses. 

Text-book:  Hurlbut's  Story  of  the  Bible,  in  the  teacher's 
hands.  This  book  should  be  in  the  pupil's  hands,  but  on 
account  of  its  expensiveness  is  not  required. 

GRADE  VI 

In  this  grade  in  connection  with  our  study  of  the  great 
nations  to  which  we  are  indebted,  the  Bible  is  studied  as  our 
greatest  heritage  from  the  Hebrews.  Its  value  as  literature 
is  considered,  and  passages  are  studied  for  their  literary  value. 
The  many  different  problems  that  arise  in  the  study  of  the 
reigns  of  the  kings  of  Israel  and  Judah  are  for  the  most  part 
passed  over  with  little  discussion  except  such  as  is  needed  to 
impress  the  difference  in  the  standards  of  their  time  and  ours, 
and  emphasis  is  laid  only  on  the  big  truths.  A  special  study 
of  the  geography  of  Palestine  and  other  Bible  lands  is  made 
in  this  grade. 

Terms  A  and  B.  History  of  the  kingdoms  of  Israel  and 
Judah  as  given  in  Hurlbut's  Story  of  the  Bible,  supplemented 
by  Bible  accounts  wherever  desirable.  Selections  from  the 
Bible  studied  in  a  simple  way  for  their  literary  form.  All  or 
parts  of  the  following  passages  memorized:  Psalms  1,  19,  23,^ 
34,  67,  and  100;  Proverbs  III,  1-6;  Song  of  Solomon  III, 
11-12;  Matthew  XII,  34-37;  John  XIV,  and  Corinthians 
XIII.  Study  of  the  books  of  the  Old  Testament  and  prac- 
tice in  looking  up  references  in  same. 

GRADE  VII 

The  life  of  Christ  is  studied  in  this  grade,  but  it  is  not 
begun  until  the  Christmas  season  approaches.  Until  this 
time  the  children's  minds  are  being  prepared  for  the  study  by 
a  very  elementary,  yet  synoptic,  view  of  the  Old  Testament,. 


172  Formulation  by  Subjects 

which  is  designed  to  trace  the  history  of  the  Jews  by  using 
again  the  Bible  stories  learned  in  previous  grades. 

Terms  A  and  B.  The  feasts  observed  by  the  Jews  of  the 
Old  Testament  days  are  noted,  and  their  signficance  is  con- 
sidered. The  plan  of  the  Tabernacle  and  Temple  is  shown, 
and  a  brief  history  of  The  Temple  is  given — ^beginning  with 
Solomon's  Temple  and  ending  with  The  Temple  at  the  time 
of  Christ's  Crucifixion. 

The  periods  studied  are :  From  Adam  to  the  Flood ;  from 
the  Flood  to  Abraham's  possession  of  Canaan;  from  Abra- 
ham's entrance  into  Canaan  until  the  Exodus  from  Egypt; 
from  the  Exodus  until  the  Hebrew  monarchy;  the  Hebrew 
monarchy  briefly  noted;  from  the  fall  of  the  monarchy  until 
Christ's  coming — Babylonian,  Greek,  and  Roman  supremacy 
noted. 

The  life  of  Christ  is  begun  the  week  before  Christmas  and 
is  studied  from  outline.  Perry  pictures  illustrating  the 
characteristic  scenes  are  used,  and  these  are  posted  until  the 
whole  story  is  portrayed. 

Much  drill  is  given  to  acquaint  the  children  with  the  relative 
positions  of  the  books  of  the  Bible  and  to  help  them  turn 
quickly  to  any  reference.  Concordance  and  marginal 
references  are  used  frequently. 

Selections  memorized :   Verses  from  the  four  gospels. 


CIVICS  AND  HISTORY 


The  aim  in  teaching  history  is  ''to  help  the  child  appreciate 
what  his  fellows  are  doing,  and  to  help  him  to  intelligent  vol- 
untary action  in  agreement  or  disagreement  with  them,"  to 
develop  his  ability  to  form  moral  judgment,  and  to  reason  in 
connection  with  human  conduct.  At  the  same  time,  an  at- 
tempt is  made  to  arouse  a  permanent  interest  in  historical 
writings. 

As  in  history,  so  in  civics,  the  eye  is  kept  ever  on  the 
present.  The  work  in  civics  is  so  directed  as  to  do  its  part 
toward  turning  out  more  efficient  citizens.  In  general,  the 
method  employed  is  to  lay  stress  on  the  function  rather  than 
the  structure  of  the  various  governmental  devices.  We  begin 
our  study  with  the  consideration  of  those  groups  with. which 
the  child  is  most  intimately  connected,  and  move  outward. 
In  this  study  we  consider  first  the  thing  done  by  the  group 
for  the  individual,  then  the  duty  of  the  individual  to  the 
group,  and,  finally,  the  machinery  with  which  the  government 
operates.  •  Much  time  is  spent  in  stimulating  interest  in  public 
events. 

These  courses  attempt  to  make  special  provision  for  three 
of  the  factors  of  study  laid  down  by  McMurry  in  How  to 
Study,  viz. :  judging  of  relative  values,  organization  of  ideas, 
and  memorizing.  There  are  certain  qualities  which  these  sub- 
jects, as  all  others,  help  to  develop  in  the  child.  Although 
there  is  a  progression  from  grade  to  grade  in  the  qualities 
history  and  civics  are  to  help  develop,  it  is  not  thought  possible 
to  show  for  how  much  each  grade  can  be  held  responsible. 

American  history  receives  the  principal  attention.  It  must 
be  kept  in  mind,  however,  that  American  history,  neither  past 
nor  present,  can  be  understood  without  constantly  taking  into 
consideration  European  history. 

As  far  as  possible  civics  and  history  are  correlated,  and 
whenever  practicable  the  child's  school  experiences  are 
directed  in  a  way  to  vitalize  class  work.  In  order  to  aid  the 
imagination  and  stimulate  interest,  use  is  made  of  dramatiza- 
tion, debates,  pictures,  maps,  and  models.  Constant  correla- 
tion is  found  between  history  and  geography,  literature,  and 
language. 


174  Formulation  by  Subjects 

History  as  a  distinct  subject  is  not  begun  until  the  fourth 
grade,  but  in  the  first  three  grades  much  historical  matter  of 
independent  value  is  learned,  and  the  child  is  prepared  for 
the  continuous  study  of  the  subject.  In  these  grades  the 
children  get  impressions  of  the  origins  of  present-day  indus- 
tries, and  in  all  the  other  grades  an  attempt  is  made  to  give  an 
appreciation  of  the  public  holidays. 

GRADE  IV 

The  children's  interest  in  ''true"  stories  makes  this  a  good 
place  to  begin  the  study  of  history,  though  the  aim  is  to 
stimulate  an  interest  in  history  rather  than  to  teach  many 
definite  historical  facts.  Stories  of  the  Greeks  and  of  the 
Romans  are  used,  both  because  of  the  children's  interest  in 
myths  of  these  peoples,  and  as  a  part  of  the  background  for 
later  study  of  American  history. 

Hozv  to  Study — This  being  practically  the  first  work  in 
text-book  study,  teaching  the  children  to  study  is  very 
important.  The  use  of  tables  of  contents  and  indexes,  mak- 
ing simple  topical  outlines  from  which  the  main  facts  of  the 
story  are  told  in  topical  recitations,  filling  out  details  of  in- 
complete outlines,  and  grouping  of  small  topics  under  a  few 
large  heads  are  the  most  used  methods  of  study. 

Moral  Standards — There  are  frequent  opportunities  for  the 
appreciation  of  the  right  or  wrong  of  the  acts  of  people  in 
whom  the  class  have  become  interested  in  its  study,  and  the 
relative  bravery  or  usefulness  of  heroes  popular  with  the  class 
often  leads  to  profitable  discussions  by  the  champions  of  each 
side. 

Term  A.     Stories  of  the  Greeks. 

Text-hook:  Gould's  The  Children's  Plutarch-Tales  of  the 
Greeks. 

Additional  Work  for  Pupils  Above  the  Average — Parallel 
reading  from  historical  books  in  the  Juvenile  Library. 

Term  B.     Stories  of  the  Romans. 

Text-hook:  Gould's  The  Children's  Plutarch-Tales  of  the 
Romans. 

Additional  Work  for  Pupils  Ahove  the  Average — Parallel 
reading  from  historical  books  in  the  Juvenile  Library. 


Civics  and  History  175 

The  chief  facts  which  the  children  leaving  the  fourth  grade 
may  be  expected  to  know  are  the  cause  of  the  fall  of  Greece — 
lack  of  unity  among  its  various  states  in  contrast  to  strongly 
united  conquering  nations ;  the  fact  that  Rome  became  power- 
ful because  of  its  strong  central  government ;  and,  inci- 
dentally, a  knowledge  of  the  homes,  dress,  and  occupations 
in  everyday  Greek  and  Roman  life.  Dramatization  of  a 
favorite  story  gives  much  interest  to  the  study  of  costumes 
and  customs. 

GRADE  V 

In  this  grade  the  child  is  able  to  become  definitely  ac- 
quainted with  some  of  the  civic  facts  in  the  life  about  him, 
and  to  begin  the  study  of  more  organized  history. 

To  carry  out  the  educational  aims  mentioned  in  the  general 
statement,  the  work  begins  with  the  child's  experience  in 
Farmville,  and  attempts,  first  of  all,  to  enlarge  these  experi- 
ences by  making  him  conscious,  in  a  simple  way,  of  a  few  of 
the  civic  and  historical  facts  of  his  community;  second,  to 
teach  him  that  our  present  customs  are  the  result  of  a  process 
of  growth  by  having  him  study  stories  of  children  of  the 
great  nations  which  have  preceded  us,  and,  third,  to  help  him 
realize  the  fact  and  something  of  the  cost  of  race  expansion 
in  connection  with  stories  of  the  discovery  and  exploration 
of  America,  and  of  the  Roman,  Saxon,  and  Norman  con- 
quests of  England. 

A  very  simple  beginning  is  made  toward  developing  the 
power  to  make  moral  judgments ;  definite  progress  in  learning 
how  to  study  is  planned  for,  and  the  use  of  individual  maps 
begun.  Very  simple  parliamentary  usage  is  observed  in 
attending  to  class  affairs. 

How  to  Study — The  work  of  the  fourth  grade  reviewed 
and  extended  to  include  ability  to  give  a  terse  statement  of  the 
principal  thought  in  a  paragraph  of  the  text;  to  give  support- 
ing details  in  topical  recitation  of  short  topics,  and  to  pick 
out  paragraph  subjects  without  reading  details.  Selection  in 
review  of  parts  of  text  bearing  on  a  given  topic.  Require- 
ment by  teacher  that  remarks  be  confined  to  the  subjects 
under  discussion,  followed  later  with  practice  by  the  children 
in  telling  if  a  remark  is  relevant.  Lessons  in  memorizing 
thought  by  a  very  simple  outline ;  much  use  of  comparison  by 
the  teacher,  and  recitations  which  call  for  comparison  by  the 


176  Formulation  by  Subjects 

pupils  in  the  preparation  of  the  lessons.     Regular  use  by  the 
children  of  the  indexes  of  the  text. 

Moral  Standards — All  that  is  hoped  for  in  this  line  is  to 
have  the  children  realize  by  the  end  of  the  year  that  no  person 
is  entirely  good  or  entirely  bad,  and  that  the  right  or  wrong 
of  a  specific  act  depends  upon  circumstances. 

Term  A.  Local  Civics — The  fire  department:  Causes  of 
iires;  means  of  prevention;  Farmville's  fire  alarm  system; 
the  department  a  community  interest.  The  police  depart- 
ment. The  lighting  system.  Schools  and  churches  as  public 
utilities.  Sources  of  money  for  public  utilities:  taxes,  fines, 
dispensary.  A  few  of  the  bird  laws  of  Prince  Edward 
County. 

History — A  study  of  our  immediate  ancestors,  and  local 
history  involved,  leading  to  the  study  of  where  our  English 
ancestors  came  from  and  child  life  in  some  of  the  nations 
that  preceded  them;  simple  stories  of  the  Norman,  Anglo- 
Saxon,  and  Roman  conquests  of  Britain,  and  the  following 
from  Ten  Boys:  ''Gilbert,  the  Page";  "Wulf,  the  Saxon 
Boy";  "Horatius,  the  Roman  Boy";  ''Cleon,  the  Greek  Boy." 

Text-books:  Warren's  Stories  from  English  History,  pp. 
1-60;  Andrews's  Ten  Boys,  pp.  1-70. 

Term  B.  Local  Civics — The  city  council ;  its  personnel ; 
the  elections  of  members,  committees ;  the  making  of  ordi- 
nances— a  few  ordinances  which  affect  the  children  directly. 
If  practicable,  a  visit  to  the  council  in  session.  The  post- 
ofifice,  and  how  to  use  it  intelligently. 

History — Where  we  Americans  came  from;  simple  stories 
of  the  discovery  and  explorations  of  the  New  World,  and  of 
European  conditions  which  influenced  explorations  and  con- 
quest in  the  Elizabethan  period,  and  the  development  of  Eng- 
land from  the  Norman  conquests  to  the  Elizabethan  period; 
''Roger,  Who  Longed  to  Sail  the  Spanish  Main,"  from  Ten 
Boys. 

Text-books:  Gordy's  American  Explorers,  Warren's  Sto- 
ries from  English  History,  pp.  166-170,  214-221,  229-247; 
Andrews's  Ten  Boys,  pp.  171-192. 

A  pupil  leaving  the  fifth  grade  should  have  a  general  knowl- 
edge of  the  public  utilities  studied,  and  be  able,  if  need  be,  to 


Civics  AND  History  177 

use  them  intelligently.  He  should  know  facts  of  Virginia 
history  connected  with  his  immediate  ancestors  and  his  own 
locality;  the  facts  that  the  Normans,  Anglo-Saxons,  and 
Romans  conquered  Britain;  what  the  names  of  William  the 
Conquerer,  and  Caesar  stand  for;  something  of  the  work  of 
Alfred  the  Great,  and  the  importance  of  the  Elizabethan 
period.  He  should  know  who  discovered  America  and  when ; 
the  parts  of  the  country  explored  by  the  main  European 
powders;  the  names  of  two  or  three  of  the  most  noted 
explorers  and  what  they  did.  He  should  know  that  the 
nations  differ  in  social,  educational,  and  religious  life,  and 
that  these  are  the  result  of  growth,  and  should  have  a  feeling 
for  the  struggles  that  attend  national  growth. 

GRADE  VI 

In  the  sixth  grade  the  child  is  not  only  able  to  become  ac~ 
quainted  with  the  civic  facts  in  the  life  about  him,  but,  as  the 
social  instinct  develops,  he  has  a  growing  appreciation  of  the 
bearing  of  such  facts  upon  his  life  and  the  life  of  the 
community.  Also,  he  is  sufficiently  developed  mentally  to 
turn  from  the  study  of  historical  stories  to  the  study  of  a 
condensed  text-book  chronologically  arranged. 

The  carrying  out  of  the  educational  aims  mentioned  in  the 
general  statement  is  provided  for,  both  in  the  selection  of 
subject  matter  and  in  the  method  of  treatment.  Through  the 
study  of  the  development  of  ancient  and  medieval  nations, 
and  their  contributions  to  civilization,  and  of  England's  con- 
tribution to  her  American  colonies,  as  well  as  through  the 
study  of  how  his  state  is  governed  to-day,  the  child  is  led  to 
appreciate  how  much  others  have  done  and  are  doing  in  the 
world,  and  how  much  he  is  indebted  to  them  for  the  things 
he  uses  and  enjoys.  In  discussing  and  comparing  the  charac- 
ters of  the  men  of  history  who  have  contributed  to  the 
world's  progress  and  in  considering  the  comparative  worth  of 
their  contributions,  the  child's  power  to  make  moral  judg- 
ments is  developed,  as  well  as  his  power  to  reason  in  con- 
nection with  human  conduct.  Through  the  regular  reading  of 
a  current  events  paper  and  the  use  of  many  interesting  supple- 
mentary readers  in  connection  with  European  and  colonial 
history,  interest  in  public  affairs  and  historical  reading  is 
stimulated.     The  need  of  organizing  the  subject  matter  in  the 


12 


178  Formulation  by  Subjects 

text-book  from  new  points  of  view  in  the  solution  of  various 
problems  that  arise  in  connection  with  the  big  central,  idea  of 
the  grade,  as  well  as  the  need  of  supplementing  the  thought 
of  the  new  and  condensed  text-book,  is  favorable  to  the 
development  of  skill  in  studying. 

Hoiv  to  Study — The  use  of  indexes  and  of  brief  statements 
of  the  principal  thoughts  continued  and  extended  to  apply  to 
more  difficult  situations;  formation  of  the  habit  of  holding 
classmates  to  the  subject  under  discussion ;  topical  recitations 
from  outlines  made  in  class,  with  emphasis  upon  the  sequence 
of  supporting  details;  the  beginning  of  the  habit  in  study  of 
getting  principal  thoughts  first.  Collecting  data  from  several 
sources  and  organizing  subject  matter  from  a  point  of 
view^  different  from  that  of  the  author,  taking  simple  notes  of 
main  points  and  neglecting  irrelevant  material ;  practice  as 
needed  in  studying  together  merely  to  see  what  parts  should 
be  slighted;  consciousness  of  the  need  of  different  rates  of 
reading.  Practice  in  memorizing  thought  by  means  of  out- 
lines containing  topics  and  subtopics,  and  also  by  much  use  of 
comparison  in  study.  Greater  attention  paid  to  the  supple- 
menting of  thought,  both  by  teacher  and  pupil,  on  account  of 
the  greater  difficulty  of  the  new  text  and  its  lack  of  details. 
The  child  is  encouraged,  in  reading  varying  accounts  of  the 
same  event,  to  question  what  he  reads  and  to  weigh  the  worth 
of  the  statements. 

Moral  Standards — An  attempt  is  made  to  lead  the  child  to 
realize  that  true  greatness  lies  in  unselfish  service  either  to 
one's  country  or  to  one's  fellow-men,  whether  in  war  or  peace, 
in  public  or  private  life;  also,  to  distinguish  between  an 
intentionally  good  act  and  one  that  happens  to  turn  out  for 
good,  and  to  admire  the  performer  of  the  first  rather  than  of 
the  second,  though  his  deed  be  less  conspicuous.  The  various 
motives  actuating  the  early  explorers  are  considered  and 
passed  upon. 

Term  A.  History — Our  heritage  and  the  great  nations  to 
which  we  are  indebted:  Simple  study  of  the  degree  of  civili- 
zation attained  by  each  of  the  great  nations,  the  Assyrians  and 
Babylonians,  the  Hebrews,  the  Greeks,  and  the  Romans,  and 
the  contribution  each  has  made  to  our  own  civilization ;  the 
overrunning  of  the  Roman  Empire  by  the  Germanic  tribes; 
the   development  of  a  new  type  of  civilization   in  western 


Civics  and  History      •  179 

Europe  due  to  the  blending  of  these  two  widely  differing 
civilizations;  study  of  life  in  the  Middle  Ages,  especially  in 
France,  Germany,  and  England,  reviewed  and  extended ;  the 
development  of  England  from  the  Norman  Conquest  to  the 
Elizabethan  period  reviewed,  with  emphasis  upon  the  growth 
of  the  liberty  of  the  people ;  rapid  review  of  early  explora- 
tions in  America.  The  beginnings  of  our  nation;  early 
Spanish,  French,  English,  and  Dutch  settlements  in  America, 
and  contemporary  English  history  as  needed. 

Text-hooks:  Tappan's  European  Explorers;  Warren's 
Stories  from  English  History. 

Additional  Work  for  Pupils  Above  the  Average — Parallel 
reading  from  Haaren  and  Poland's  Famous  Men  of  the 
Middle  Ages,  and  Dickens's  Child's  History  of  England. 

Term  B.  History — The  beginnings  of  our  nation,  con- 
tinued ;  The  growth  of  the  English  colonies,  with  emphasis 
upon  Virginia,  Massachusetts,  and  New  York,  as  types ;  the 
struggle  between  the  English  and  French  in  America  through 
the  great  French  and  Indian  War,  and  the  rivalry  between 
France  and  England  as  needed  to  explain  these  events;  study 
of  the  history  of  Virginia  up  to  the  beginning  of  causes  of 
the  Revolution. 

Text-hooks:  Thwaites  and  Kendall's  A  History  of  the 
United  States;   Warren's  Stories  from  English  History. 

Civics — How  we  are  governed  in  Virginia  to-day,  an  out- 
growth of  the  study  of  the  colonial  government  of  Virginia: 
What  the  government  does  for  us ;  how  it  is  supported ;  what 
the  constitution  is ;  the  three  departments  of  state  govern- 
ment, and  the  function  of  each;  relation  between  the  state, 
city,  and  county  governments.  The  children  are  led  to  see 
that  the  principles  of  good  government  are  the  result  of  a 
gradual  process  of  development. 

Text-hook:   McBain's  Hozv  We  Are  Governed. 

Additional  Work  for  Pupils  Ahove  the  Average — Parallel 
readings  from  Guerber's  Story  of  the  Thirteen  Colonies; 
South  worth's  Builders  of  Our  Country;  Monroe  and  Buck- 
bee's  Our  Country  and  Its  People;  Hart's  Colonial  Children; 
Eggleston's  American  Life  and  Adventure;  Sabin's  Early 
American  History  for  Young  Americans ;  Burton's  The  Story 
of  the  Indians  of  New  England;  Tappan's  American  Hero 
Stories;   Morris's  Elementary  History  of  the  United  States. 


180  Formulation  by  Subjects 

A  pupil  leaving  the  sixth  grade  should  be  able  to  give  one 
or  two  distinguishing  characteristics  of  the  civilizations  he  has 
studied,  and  should  be  able  to  associate  the  following  charac- 
ters with  a  certain  period  and  some  special  event:  Clovis, 
Charles  Martel,  Charlemagne,  William  the  Conqueror,  King 
John,  Peter  the  Hermit,  Richard  I,  Joan  of  Arc,  Edward  I, 
William  Wallace,  Robert  Bruce,  Sir  Walter  Raleigh,  Queen 
Elizabeth,  James  I,  Oliver  Cromwell,  Charles  I,  and  James  II. 
He  should  realize  that  the  liberty  of  the  English  people,  and 
the  principles  of  government  which  they  transmitted  to  us, 
have  been  a  gradual  growth,  to  which  many  men  and  many 
ages  have  made  contributions.  He  should  know  the  condi- 
tions of  trade  in  Europe  which  led  to  the  discovery  of 
America;  the  parts  of  America  settled  by  the  Spanish,  French, 
English,  and  Dutch  respectively;  something  of  the  rivalry 
between  France  and  England  and  their  conflict  for  supremacy 
in  America.  He  should  be  able  to  give  the  distinguishing 
characteristics  of  the  three  typical  colonies  and  to  picture  the 
life  in  each  during  colonial  days.  He  should  know  tlie  main 
facts  of  Virginia  history  before  the  Revolution.  He  should 
realize  that  American  history  has  been  greatly  influenced  by 
European  history. 

As  a  result  of  his  study  of  civics  he  should  feel  a  personal 
interest  in  the  government  of  Farmville  and  of  Virginia,  and 
should  be  able  to  read  intelligently  news  relating  to  state  and 
city  enterprises.  He  should,  therefore,  realize  the  main  bene- 
fits derived  from  government,  and  the  part  the  people  have  in 
it,  and  should  know  how  the  government  is  supported,  its 
three  branches,  the  function  of  each,  and  how  laws  are  made. 

GRADE  VII 

The  average  seventh-grade  child  is  beginning  to  be  inter- 
ested in  affairs  that  pertain  to  the  nations.  He  is  particu- 
larly concerned  to  know  what  makes  a  world  powder,  and  is 
ready  to  gather  from  almost  any  source  facts  that  will  sub- 
stantiate his  feeling  that  ours  is  a  great  nation. 

The  class  enters  this  grade  with  a  knowledge  of  the  begin- 
nings of  our  country,  and  knows  that  England,  through  the 
colonial  wars,  gained  undisputed  mastery  of  this  continent  for 
colonization.  Now  it  realizes  that  the  United  States  is  second 
to  England  in  power,  and  the  question  to  be  answered  is 
"How  did  this  come  about?"     With  this  basis  for  the  work, 


Civics  and  History  181 

the  class  sets  out,  first,  to  learn  how  we  gained  independence, 
and  then  to  follow  the  growth  of  our  nation. 

The  peace  movement  is  studied  in  connection  with  the  Civil 
War,  and  the  retarding  effect  of  this  war  upon  the  growth  of 
our  country  is  noted. 

When  the  children  have  learned  from  history  how  we 
gained  independence,  they  come  in  their  text  to  the  period 
called  Strengthening  Our  Government,  or  The  Period  of 
Weakness.  This  seems  the  time  to  teach  our  present  national 
government,  and  this  is  done  by  comparing  the  weakness  of 
rule  under  the  Articles  of  Confederation  with  the  strength  of 
government  under  a  constitution.  Our  constitution  is  studied, 
not  in  detail,  but  as  a  foundation  upon  which  all  law  is  based, 
and,  also,  that  the  duties  of  the  three  branches  may  be  better 
understood. 

Hozv  to  Study — The  use  of  indexes  continued ;  ability  to 
give  brief  statements  of  the  principal  thoughts  of  a  chapter 
of  the  text;  habitual  objection  to  digressions  from  the  subject 
under  discussion ;  topical  recitations  from  outlines  made  inde- 
pendently by  the  children,  with  emphasis  still  upon  sequence; 
the  habit  in  study  of  proceeding  from  principal  thoughts  to 
details;  practice  in  grouping  chapters  under  larger  topic. 
Regular  use  of  simple  reference  books  and  other  sources  of 
material  by  means  of  indexes  and  the  taking  of  simple  notes; 
some  practice  in  using  different  rates  of  reading  for  different 
purposes;  the  habit  of  memorizing  thought  by  means  of  out- 
lines and  the  constant  use  of  comparison  by  the  children. 

Moral  Standards — Freedom  is  worth  striving  for,  but  care 
is  needed  in  the  use  of  it.  The  meaning  of  citizenship  is 
recognized  and  an  effort  is  made  to  show  that  it  is  a  greater 
nation  we  are  striving  for,  and  not  a  greater  North  or  South. 

Term  A.  Civics — The  functions  of  a  national  govern- 
ment and  the  organization  best  adapted  to  the  performance  of 
these  functions — executive,  legislative,  and  judicial  depart- 
ments, with  duties  of  each,  how  they  obtain  their  positions, 
their  salaries,  term  of  office,  etc.  The  seat  of  government — 
w^here  situated  and  the  places  of  interest  which  visitors  should 
see  while  there. 

Text-book:  McBain's  How  We  Are  Governed. 

History — Revolutionary  War;  Period  of  Weakness  and 
Formation  of  the  Union;  War  of  1812.  Modern  European 
history  as  needed. 


182  Formulation  by  Subjects 

Text-book:  Thwaites  and  Kendall's  History  of  the  United 
States;   Current  Events. 

Additional  Work  for  Pupils  Above  the  Average — Parallel 
readings  from  Sparks's  The  Men  Who  Made  Our  Nation; 
Tudor's  When  America  Became  a  Nation;  Johonnot's  Stories 
of  Our  Country;  Southworth's  The  Builders  of  Our  Country; 
Pratt's  America's  Story  for  America's  Children. 

Term  B.  History — Study  of  the  industrial  development 
of  our  country  as  affected  by :  National  policies,  roads  and 
railroads,  the  telegraph,  telephones,  the  cable  and  wireless 
telegraphy,  ocean  vessels,  farm  implements,  and  other 
machinery,  electricity  as  a  power,  the  post-office  and  mail 
service,,  the  Civil  War  and  its  retarding  influence  upon  our 
country's  growth.     Current  topics  discussed. 

Text-book:  See  Term  A. 

Additional  Work  for  Pupils  Above  the  Average — Parallel 
readings  from  Roosevelt's  The  Winning  of  the  West;  Bruce's 
Daniel  Boone  and  the  Wilderness  Road;  Fairbanks's  lite 
Western  United  States;  Hart's  The  Romance  of  the  Civil 
War;   Hopkins's  From  Bull  Run  to  Appomattox. 

A  pupil  completing  this  grade  should  know  that  England's 
attitude  toward  her  American  colonies  brought  about  a  war 
that  resulted  in  the  independence  of  the  colonies.  He  should 
know  the  general  plan  of  that  war — that  the  campaigns 
centered  about  the  large  cities,  and  that  the  English  recognized 
the  importance  of  gaining  the  Hudson  and  Mohawk  Valleys. 
The  Battle  of  Bunker  Hill,  the  result  of  the  Southern 
Campaign  which  spurred  the  colonies  to  drafting  the  Declara- 
tion of  Independence,  the  double  campaign  of  1777,  and  Corn- 
wallis's  position  and  surrender  at  the  close  of  the  war  should 
be  remembered ;  also,  the  part  played  in  this  period  by  George 
Washington,  Thomas  Jefferson,  Patrick  Henry,  Benjamin 
Franklin,  Paul  Revere,  Lafayette,  Cornwallis,  and  George  the 
Third.  The  results,  also,  of  this  war  should  be  known,  the 
boundaries  of  the  colonies  in  1783,  the  weakness  of  the 
government  during  and  after  the  war,  and  the  need  for 
stronger  central  government  (see  Civics). 

The  pupils  should  also  know  that  our  territory  has  grown 
as  follows:  Louisiana  Territory  was  purchased  in  1803  from 
France;    Florida  was  bought  from  Spain  in  1819;  Texas  was 


Civics  and  History  183 

annexed;  the  Oregon  Country  claim  was  settled  by  a  treaty 
with  England ;  the  territory  that  includes  the  present  states  of 
CaHfornia,  Nevada,  Utah,  most  of  Arizona,  and  portions  of 
New  Mexico,  Colorado,  and  Wyoming  was  ceded  to  the 
United  States  by  Mexico  practically  within  the  administra- 
tion of  one  president — James  K.  Polk,  1845-1849;  the  Gads- 
den purchase  was  made  not  long  before  the  Civil  War,  and 
Alaska  was  bought  shortly  after  the  war  had  closed.  The 
cause  and  result  of  the  war  of  1812  should  be  remembered. 

He  should  have  a  general  idea  of  the  development  of 
industries  as  affected  by  inventions,  should  be  able  to  trace  the 
improvements  in  modes  of  transportation  from  the  first  loco- 
motive in  1830  and  the  first  steamboat  in  1807  to  the  present 
day,  and  discuss  intelligently  the  capital  and  labor  questions 
of  to-day.  He  should  know  the  reasons  for  growth  in  popu- 
lation, its  resulting  distribution,  and  westward  movement,  and 
should  understand  such  topics  as  Spoils  System,  Monroe 
Doctrine,  and  Civil  Service  Reforms  sufficiently  to  read 
intelligently  the  newspapers  and  magazines  that  deal  with 
such  questions. 

The  Civil  War  should  be  recognized  as  a  retarding  influence 
in  the  growth  of  our  nation,  caused  by  a  difference  in  the 
industries  of  North  and  South  and  precipitated  by  the  slavery 
and  states'  rights  questions.  The  first  Battle  of  Manassas, 
Sherman's  March  to  the  Sea,  Sheridan's  Raid,  Lincoln's 
Emancipation  Proclamation  as  a  war  measure,  Jackson's 
Valley  Campaign,  The  Seven  Days'  Fight  Around  Richmond, 
and  the  Battle  of  Gettysburg  should  be  remembered ;  also  the 
names  of  Lee,  Jackson,  Stuart,  and  Davis  of  the  Confeder- 
ates, and  of  Lincoln,  Grant,  Sherman,  and  Sheridan  of  the 
Federals,  should  remain  in  the  minds  of  the  class. 

Pupils  should  know  the  significance  of  the  following  dates : 
1492,  1607,  1619,  1620,  1763,  1776,  1789,  1803,  1812,  1823, 
1845,  1850,  1861-65,  1898,  1914. 

In  Civics,  a  pupil  leaving  the  seventh  grade  should  know 
the  functions  of  our  national  government,  the  branches  neces- 
sary to  carry  on  the  affairs  of  the  nation,  the  duties  and 
powers  of  each  branch,  also  the  sources  from  which  the 
government  is  supported  financially.  Current  events  relating 
to  any  changes  in  government  should  be  read  and  discussed 
intelligently. 


DRAWING 


The  aims  of  the  course  in  drawing  are : 

To  develop  in  the  children  the  love  of  the  beautiful  as  seen 
in  nature,  in  the  best  available  examples  of  art  and  handicraft, 
and  in  their  environmental  life. 

To  secure  their  appreciation  of  these  things  by  developing 
a  reasonable  degree  of  skill  in  drawing  from  observation, 
memory,  and  imagination  in  distinguishing  colors  as  regards 
hue,  tone,  and  intensity,  and  in  combining  them  harmoniously. 

The  aims  of  the  course  are  attained  by  leading  the  children 
to  express  themselves  fully  and  freely  in  drawing,  by  helping 
them  to  develop  the  drawing  habit,  and  by  encouraging  them 
to  think  of  the  subject  as  a  natural  mode  of  expression.  An- 
other means  of  attaining  the  ends  of  the  course  is  found  in  the 
basis  for  selecting  and  arranging  the  work  of  each  grade. 
This  basis  is  the  center  of  interest. 

In  the  primary  grades  much  of  drawing  and  industrial 
work  is  inseparable,  and  a  close  relation  exists  between  these 
subjects  in  all  the  grades. 

Seegmiller's  Applied  Art  Drawing  Books  are  used  by  the 
pupils,  and  Sargent's  Fine  and  Industrial  Arts  in  Elementary 
Schools  is  in  the  hands  of  the  teacher. 

KINDERGARTEN 

The  little  child's  instinct  to  communicate,  to  express  his 
ideas,  takes  form  in  drawing  as  well  as  in  language.  His  first 
drawing  is  crude  and  indefinite,  but  gathers  meaning  as  he 
feels  the  need  of  expressing  his  real  experiences  and  pictur- 
ing the  imaginative  events  in  his  favorite  stories.  The  art 
work  of  the  kindergarten,  therefore,  is  chiefly  confined  to 
illustrative  drawing  in  color  and  in  black  and  white.  Some 
study  of  pictures  connected  with  the  children's  daily  experi- 
ence is  developed  by  means  of  conversation  about  them. 

By  the  use  of  the  crayon  in  the  kindergarten  the  children 
gain  added  power  of  expression  and  so  form  clearer  mental 
pictures.  By  the  end  of  the  kindergarten  period  their  picture 
making  has  advanced  from  indefinite  scribbling  to  drawings 
which  show  power  to  express  ideas  with  increased  ease  and 
pleasure. 


Drawing  185 


Term  A.  Illustration  of  Mother  Goose  rhymes  and  home 
experiences,  special  days,  and  simple  folk  stories. 

Term  B.  Illustration  of  stories,  special  days,  some  simple 
drawing  of  flowers  and  leaves  for  general  effect  rather  than 
exact  detail. 

GRADE  I 

As  self-expression  is  the  end  most  desired  in  drawing  we 
should  give  the  child  such  drawing  as  will  be  easily  possible 
for  him  and  of  a  nature  to  develop  his  imagination,  con- 
structive instinct,  power  of  imitation,  color  sense,  and  sense 
of  rhythm  and  subordination. 

Term  A.  Landscape — Seasonal  coloring  of  earth  and 
sky;  composition,  more  sky,  more  ground,  level  country, 
studied  in  pictures  and  copied;  landscape  used  as  background 
of  original  pictures  in  cutting;  trees  as  feature  of  landscape 
drawn  in  color  and  tones  of  gray,  placing  of  trees  far  and 
near  in  original  picture. 

Nature  Drazving — Leaves  and  fruits  drawn,  cut,  and 
colored;  seeds,  leaves,  fruits  used  in  rhythmical  arrangement 
as  borders  for  blackboard  and  booklets. 

Object  Drawing — Bold  drawings  in  outline,  and  mass  of 
toys,  and  other  objects  of  interest.  Teach  to  see  limiting  of 
planes  by  horizontal  and  vertical  lines  in  table,  blackboard, 
windows,  doors  of  schoolroom,  house  fronts  seen  from 
windows,  etc. 

Free  Illustration — Drawing,  cutting,  coloring  of  scenes  to 
illustrate  rhymes,  poems,  stories,  games,  and  activities  related 
to  topics  being  studied. 

Color — Used  in  all  divisions  of  the  subject.  Teach  primary 
colors  and  their  union  to  make  secondary,  lighter,  darker,  in 
connection  with  coloring  of  landscape,  trees,  fruits,  flowers, 
and  toys. 

Picture  Study — Millet's  'Tirst  Steps"  and  ''Feeding  Her 
Birds,"  Ronner's  "The  Cat  Family,"  Lerolle's  ''Arrival  of 
the  Shepherds,"  Raphael's  "Sistine  Madonna." 

Term  B.  Object  Drawing — Large  drawings  in  outline 
and  mass.  Toys,  table,  doors,  windows,  cabinet  of  school- 
room; two  houses,  fence  between;  garden  tools.  Light  and 
dark  parts  distinguished. 


186  Formulation  by  Subjects 

Free  Illustration — Poses  of  classmates  suggested  by  games 
and  occupations;  poems,  stories,  special  days,  illustrated; 
pets  drawn  from  memory  and  from  pictures ;   many  trials. 

Landscape — Spring  landscape  as  background  for  children 
flying  kite;  pasture  and  cows,  hens  and  chickens.  Selected 
trees  observed,  drawn,  colored,  placed  in  landscape. 

Nature  Drazving — Spring  flowers,  such  as  jonquils,  tulips, 
buttercups,  drawn  with  crayon  or  cut  from  colored  paper. 
Rhythmic  arrangement  of  flowers  for  border  or  surface 
design. 

Color — Used  in  all  divisions  of  the  subject.  Review 
primary  and  secondary  colors,  light  and  dark ;  learn  to  recog- 
nize and  match  colors  readily. 

Mounting — Children  begin  to  learn  purposes  of  mounting 
for  beauty  and  preservation,  good  color  of  mount,  right  width 
and  margin. 

Picture  Study — Durer's  ''A  Rabbit,"  LeBrun's  "Mother 
and  Child,"  Dupre's  ''In  the  Meadow,"  Van  Dyck's  "Baby 
Stuart,"  Hoffman's  "Christ  Blessing  Little  Children." 

At  the  close  of  the  year  the  class  should  have  developed  the 
habit  of  drawing  with  freedom  and  securing  good  results; 
should  know  the  three  primary  colors,  how  to  combine  them- 
to  make  the  binary  colors,  and  how  to  use  them  harmoniously ; 
should  be  able  to  make  very  simple  rhythmic  arrangements  of 
lines  and  spots  in  borders  and  surfaces  under  guidance ;  should 
be  able  to  construct  simple  forms  related  to  their  interests, 
such  as  doll  furniture,  play  tools  for  the  garden,  etc. 

Text-book:  Seegmiller's  Applied  Arts  Drawing  Book, 
First  Year  Book,  in  the  hands  of  the  teacher. 

GRADE  II 

Children  of  this  age  have  very  vivid  imaginations,  and  are 
anxious  to  use  every  means  to  communicate  their  ideas  to 
others.  Expression,  by  means  of  illustration  and  construc- 
tion, although  crude,  becomes  a  matter  of  course,  and  is 
always  a  source  of  pleasure  and  satisfaction.  The  children 
soon  show  indications  of  caring  for  the  truth  of  their  repre- 
sentations, and  are  constantly  searching  for  means  of  getting 
more  accurate  results. 


Drawing  187 


Term  A.  Landscape — Seasonal  landscapes  painted.  Sky 
book  kept.  Sunsets  painted  from  observation;  from  mem- 
ory. Blackboard  drawings  of  landscape,  level  land,  and 
hillside.  Color  landscape  outlines.  Study  pictures  of  land- 
scape, showing  three  trees  in  picture.  Pencil  drawings  of 
trees,  direction  of  stroke,  dark  trunk,  lighter  leaf  masses. 
Tree  placed  in  landscape.  Color  outline  of  landscapes  with 
flat  washes.    Bare  tree,  Christmas  tree. 

Nature  Drawing — Draw,  paint,  cut  fall  grasses,  leaves, 
simple  flowers,  fruits,  vegetables,  evergreen  sprays.  Draw 
in  outline,  in  mass,  using  different  mediums,  plants  having 
different  kinds  of  seeds. 

Design — Rhythmic  borders,  brush  work,  using  leaf  and  seed 
motives.  Stick  printing.  Drawing  of  lines  vertical,  hori- 
zontal, oblique,  in  borders,  rhythmic  arrangements. 

Color — Review  color  work  of  first  year.  Find  colors  in 
natural  objects  and  other  beautiful  things.  Color  taught,  not 
as  a  separate  subject,  but  in  connection  with  all  phases  of 
drawing. 

Free  Illustration — Drawings  of  activities  in  connection 
with  centers  of  interest.     Illustrations  of  stories,  etc. 

Object  Drawing — Objects  in  schoolroom,  memory  draw- 
ings. 

Picture  Study — Murillo's  'The  Melon  Eaters,"  Holmes's 
"Can't  You  Talk?",  Millet's  "Feeding  the  Hens"  and  "Dig- 
ging Potatoes,"  Raphael's  "Madonna  of  the  Chair,"  Holbein's 
"The  Meyer  Madonna."  Selections  from  the  German  Color 
Prints.     Adan's  "Cat  Family." 

Term  B.  Object  Drawing — Seeing  lessons,  familiar 
things.  Blackboard  drawings.  Draw  front  of  house,  doll 
house.     Cut  out  and  draw  vase  forms,  flower  in  pot. 

Figure  and  Animal  Drawing — Picture  studied.  Positions 
taken  and  drawn,  hoeing,  watering  flowers,  etc.  Pose  as 
basis  for  illustrative  drawing.     Wild  animals  after  circus. 

Free  Illustration — Special  days,  games,  garden,  and  other 
grade  activities  furnish  subjects. 

Design — Striped  rugs,  end,  center,  using  strips  of  colored 
paper  or  crayons.  Objects  made  in  industrial  work  decorated. 
Review  of  lines.  Drill  in  use  of  lines  in  rhythmic  borders. 
Spots  used  in  same  way.     Wall  paper  designs  for  doll  house. 


188  Formulation  by  Subjects 

Color — Continue  use  of  six  standard  colors.  Observe 
values  in  pictures.  Paint  in  light  and  dark  values.  Use  of 
color  in  all  topics  as  far  as  practicable. 

Picture  Study — Reynolds's  "Age  and  Innocence,"  Land- 
seer's  "The  Lion"  and  "Dogs."  Selections  from  the  German 
Color  Prints. 

At  the  close  of  the  second  year  of  school  the  children  should 
show  increased  ability  to  express  what  they  see  in  line  or 
mass;  they  should  be  able  to  recognize,  distinctly,  different 
values  in  gray  or  color,  and  to  make  good  arrangement  of 
lines  and  spots. 

Text-book:  Seegmiller's  Applied  Arts  Drawing  Book, 
Second  Year  Book,  in  the  hands  of  the  teacher. 

GRADE  III 

Provision  is  made  for  the  growth  of  the  imaginative,  the 
creative,  and  the  constructive  instincts  in  having  children  make 
many  original  drawings,  illustrations  of  stories,  and  arrange- 
ment of  given  motifs  for  definite  projects.  In  strengthen- 
ing mental  images  many  memory  drawings  are  made.  As  in 
the  lower  grades,  drawing  is  continued  as  a  means  of  express- 
ing ideas,  but  increased  clearness  and  accuracy  of  expression 
are  expected. 

The  course  outlined  below  is  based  upon  the  grade  text, 
but  order  of  work  is  determined  by  the  grade  topics,  and 
whenever  there  is  opportunity  supplementary  material,  grow- 
ing out  of  topics,  should  be  used,  thereby  vitalizing  drawing 
and  relating  it  to  other  subjects  of  curriculum. 

Term  A.  Landscape — Copy  pictures;  original  arrange- 
ments in  composition.  Suggestive  study,  "Close  of  Day,"  "A 
Sunny  Afternoon" ;  seasonal  pictures,  "Fall,"  "Winter." 
Tree  study  (pine);  character  of  lines  of  growth;  silhouette; 
memory  drawings;  use  brush  and  pencil,  note  difference  in 
technique  of  the  two  mediums. 

Nature  Drawing — Draw  and  paint  against  a  background, 
autumn  flowers,  berries,  and  seed  pods.  Vegetables  in  out- 
line and  mass. 

Color — Teach  by  comparison  different  hues  and  values  in 
nature.     Work  for  appreciation  of  refined  color. 


Drawing  189 


Illustrative  Drazving — Autumn  occupations,  harvesting 
scenes;  special  day  work;  illustration  of  stories,  as  "Story 
of  the  Wise  Men" ;  winter  sports,  combining  same  with  land- 
scape work,  as  "a  coasting  scene." 

Design — Geometrical  and  nature  motifs  for  borders  and 
surfaces  to  be  used  in  construction  work;  copy  and  originate; 
rhythmic  measures ;  use  squared  paper,  colored  papers,  colored 
crayons. 

Movement  Exercises — Occasional  drills  in  drawing  circles. 

Object  Drazmng — Draw  toys  singly  and  in  groups.  Make 
stories  about  them  to  cultivate  imagination. 

Picture  Study — Whistler's  "The  Mother,"  Bodenhausen's 
"Mother  and  Child,"  Millet's  "The  Sower,"  "The  Gleaners." 

Term  B.  Object  Drawing — Familiarize  children  with  six 
most  common  geometrical  solids  and  shapes  of  their  faces. 
Draw  pictures  of  objects  like  them.  Transportation  models, 
as  train  of  cars,  milk  wagon,  etc. ;  same  model  from  different 
viewpoints ;  drawings,  imagining  models  in  use. 

Figure  Drazmng — Brush  drawings  of  children  at  work  and 
at  play;  take  pose  to  feel  action  through  their  own  bodies; 
pose  for  each  other ;  compare  poses ;  study  drawings  in  text 
to  note  characteristics.  Draw  figures  of  children  in  action,  as 
jumping  the  rope,  bouncing  ball,  etc.  Use  pose  work  for 
study  hour  or  home  work. 

Landscape- — Draw  February  landscapes;  times  of  day; 
different  kinds  of  days. 

Nature  Drazving — Spring  growths,  buds,  catkins,  flowers. 
Brush  exercises  for  technique.  Study  pleasing  arrangements; 
search  for  many  kinds  of  grasses  and  sedges.  Mediums, 
brush,  crayon,  pencil. 

Animal  Drazving — Pets  drawn  from  life,  from  memory, 
from  pictures. 

Illustrative  Drazmng — Spring  occupations,  gardening 
scenes;  special  day  work;  illustration  of  stories,  as  "The 
Ugly  Duckling,"  etc. 

Design — Color  outlines,  using  two  colors,  as  border  and 
spot  designs  for  rugs. 

Color — Two  grayed  values. 


190  Formulation  by  Subjects 

Picture  Study — Mauve's  ''Spring,"  Lerolle's  "The  Shep- 
herdess," Michael  Angelo's  ''David,"  Landseer's  "Saved," 
Velasquez's  "Prince  Balthasar." 

A  reasonable  standard  of  accomplishment  has  been  reached 
if,  at  the  close  of  the  year,  the  children  have  an  increased 
facility  in  drawing;  have  fixed  in  mind  certain  fundamental 
geometric  relations  as  a  means  of  expressing  form;  have 
gained  skill  and  accuracy  in  handling  materials ;  have  better 
ideas  of  good  spacing  and  proportions;  an  increased  pleasure 
in  ability  to  draw  and  discriminate  qualities  of  color. 

Text-book:  Seegmiller's  Applied  Arts  Drawing  Book, 
Third  Year. 

GRADE  IV 

The  children  who  have  reached  the  fourth  year  in  school 
are  no  longer  interested  in  mere  spontaneous  play  with  draw- 
ing materials,  but  are  becoming  increasingly  conscious  of  the 
quality  of  the  product.  Language  is  gradually,  with  growing 
ability  in  writing,  taking  the  place  of  drawing  as  a  medium  of 
expression,  and  technical  aspects  of  their  drawings  are  more 
and  more  noted  by  the  children.  Their  efforts  are  easily 
directed  towards  the  solution  of  some  problem  which  occurs 
in  the  project  in  which  they  are  interested.  Because  of  this 
consciousness  of  technical  shortcomings  in  the  product,  there 
is  need  for  much  variety  in  practice  of  comparatively  few 
problems — the  form  rather  than  the  fundamental  principle 
involved  should  furnish  this  variety. 

Term  A.  Landscape  and  Tree  Study — Autumn  landscape 
for  color  and  tree  study,  winter  landscape  to  get  effect  of 
snow  upon  a  hillside.  Trees  in  different  surroundings ;  trans- 
late picture  from  black  and  white  or  pencil  drawing  to 
water-color,  ink,  or  charcoal.  Effect  of  distance.  Brush  or 
pencil  drawings  of  single  trees.  Compare  for  technical  study. 
Building  up  a  landscape ;  make  up  a  picture,  considering  spac- 
ing, light  and  dark.  Blackboard  work,  study  of  characteristic 
mass  and  line  of  growth  of  three  or  more  well-known  trees. 

Color — Color    notes    to    record    color    schemes    found    in 
nature,  collected  and  bound  into  a  book.     Changes  in  color 
with  advancing  fall,   in  leaves,  trees  and  general  landscape.. 
Coloring  of  landscape  drawings  from  book. 

Nature  Drazmng — Plant  sprays  in  black  and  white,  light 
and   dark,   or   color   in   two   or   three   values.      Much   brush 


Drawing  191 


practice  for  directness,  sketch  in  lightly,  then  work  in  bold, 
firm  strokes ;   arrange  on  an  oblong. 

Design — Use  leaves  as  basis  for  corner  design  for  book 
cover  or  envelope.  Emphasize  color,  spacing,  accuracy. 
Designs  with  squared  paper  for  borders  for  costumes. 
Straight-line  borders  for  boxes  or  baskets.  Surface  designs 
for  construction  work.     Color  Christmas  cards. 

Ilhistrative  Work — Thanksgiving,  scene  from  Grade  VI 
play. 

Object  Drazuing — Ellipse  drill,  paper  and  board,  correct 
pencil  holding.  Transportation  models,  wagons,  cars,  etc. 
The  same  object  in  different  positions.  Imaginative  sketch- 
ing. 

Picture  Study — Alma  Tadema's  ''Reading  from  Homer," 
*The  Chariot  Race,"  Raphael's  ''School  of  Athens,"  Myron's 
"Discobulus." 

Term  B.  Object  Drawing — Teach  children  to  see  and  to 
express  what  they  see.  Type  solids  named,  related  forms 
recognized.  Draw  a  variety  of  these  objects.  Objects  in- 
volving appearance  of  circle  seen  obliquely.  Memory  draw- 
ing. Parts  of  houses,  windows,  doors,  chimneys,  fences, 
gates. 

Figure  Drazving — Children  at  work  and  play;  skeleton 
figures  to  show  action  lines.  Illustrate  favorite  games  and 
garden  work. 

Color — Compare  fall  and  spring  color ;    color  notes. 

Illustration — Occupations,  stories,  and  original  verses. 

Design — Decorations  for  constructive  work.  Figure  and 
conventionalized  flower  forms,  stencils  and  traced  outlines 
cut  out  for  blackboard  borders. 

Construction — Valentines,  Easter  greetings.  (See  Indus- 
trial Work,  p.  259.) 

Nature  Drazmng — Brush,  mass  drawing  with  one  stroke. 
Direct  work.  Arrangement  of  blossoms  in  enclosing  form — 
sketched  in  pencil,  same  in  color — may  be  used  for  Easter 
cards.     Drill  in  brush  holding. 

Picture  Study  —  Schreyer's  "Arabs  on  the  March," 
Troyon's  "Holland  Cattle,"  Murillo's  "St.  John  the  Baptist," 
Alexander's  "Oral  Tradition." 


192  Formulation  by  Subjects 

The  drawing  of  the  fourth  year  should  give  the  children  a 
fair  ability  in  the  use  of  water-colors  for  matching  the  hues 
of  objects ;  a  knowledge  of  what  pigments  to  mix  to  produce 
certain  color  effects;  of  how  to  make  a  flat  wash  of  color  over 
a  given  area;  discrimination  of  light  and  dark  in  color;  spac- 
ing a  border  or  surface  design ;  planning  margin  and  title 
space  for  book  covers ;  arrangement  of  drawing  in  a  space ; 
and  choice  of  shape  and  color  of  background  for  mounting- 
drawings. 

Text-hook:  Seegmiller's  Applied  Arts  Drawing  Book, 
Fourth  Year. 

GRADE  V 

The  work  of  this  grade  is  closely  related  to  the  other  studies 
and  to  the  interests  of  the  children.  The  desire  for  self- 
expression  is  utilized  in  the  development  of  art  appreciation 
and  progress  in  technique,  and  the  practical  side  of  the  child's 
life  is  considered  in  the  selection  of  definite  purposes.  For 
more  definite  connections  between  the  w-ork  outlined  below 
and  the  purposes  for  which  it  is  taught  see  Drawing  under 
the  Centers  of  Interest  (p.  95). 

Term  A.  Landscape — Use  of  value  scale  for  study  of 
value  relations  of  parts  of  pictures.  Study  of  landscape  in 
color;  translate  into  some  other  color  scheme.  Composition. 
Space  division  and  relation  of  horizon,  ground  mass,  distance, 
tree  masses.  Copy  landscape.  Original  arrangements.  Use 
finder.  Use  different  mediums.  Copy  pencil  sketch  of  trees 
for  technique.  Pencil  sketching  from  trees.  Use  all 
mediums. 

Nature  Drawing — Plant  studies  in  water-color.  All  fall 
growths.  Work  for  close  observation  and  literal  interpreta- 
tion. Paraffin  leaves.  Careful  study  of  leaves  to  be  used  in 
design. 

Color — Study  color  schemes  of  autumn  trees.  Make  color 
notes  as  preparation  for  design  color  schemes. 

Design — Design  decoration  for  portfolio  made,  lettering, 
space  breaking,  color.  Decorative  spottings  of  landscape  for 
book  backs,  head  and  tail  pieces.  Stencils,  unit,  border, 
surface.  Lettering — practice  alphabet  on  squared  paper,  not- 
ing proportions,  memory  lettering.  Select  texts  to  be  lettered. 
Letter  book  back,  poster,  program,  invitations.  Space 
division.     Rosettes  designed  from  a  given  unit. 


Drawing  193 


Object  Drawing — Pencil  drawing  of  pottery  forms  and 
fruits,  seed  packs,  flowers,  and  still  life.  Composition. 
Perspective,  principles  of  curvilinear  objects. 

Picture  Study — Murillo's  "St.  John  and  the  Lamb," 
"Children  of  the  Shell,"  ''Holy  Family,"  Ruysdael's  "Wind- 
mill," Watt's  "Sir  Galahad,"  "The  Coliseum." 

Term  B.  Landscape — Spring  landscapes,  applying  prin- 
ciples learned  in  fall. 

Nature  Dratmng — Help  pupils  arrange  studies  of  spring 
growths  against  harmonious  backgrounds.  Leaf  study,  care- 
ful outlines,  suggest  venation. 

Color — Schemes  of  two  intensities  and  hues  worked  out  in 
printed  outlines. 

Design — Continue  rosettes  and  color  them.  Design  book 
cover  for  grade  notebook.  Enlarge  given  outlines  and  fill  in 
with  two  intensities  of  a  color. 

Object  Drawing — Perspective  of  curvilinear  objects. 
Simple  still  life  studies  and  flowers.  Emphasis  of  large 
masses  and  values. 

Figure  Sketching — Sketches  of  children  in  class,  poses, 
games,  occupations.  Study  poses  in  pictures  and  draw  action 
lines  from  them.  Memory  drawing  of  people  in  street,  etc. 
Stress  action  pose.  Have  children  pose  for  each  other.  Feel 
action. 

Illustrative  Drawing — Use  illustrative  drawing  requiring 
figure  sketching. 

Bird  Drazving — Color  outlines.  Cultivate  love  for  birds. 
Enrich  with  bird  poems  and  stories,  add  to  bird  book  of  last 
year. 

Brush  Exercises — Careful  holding  drill,  sprays  in  brush 
drawing. 

Picture  Study — Vanderlyn's  "Landing  of  Columbus," 
Guido  Reni's  "Aurora,"  Anderson's  "Choir  Boys,"  Decora- 
tions in  the  Congressional  Library,  Rosa  Bonheur's  "Oxen 
Ploughing." 

Children  leaving  the  fifth  grade  should  be  able  to  represent 
general  proportions  correctly,  to  make  simple  plans  and 
patterns  needed  in  school  ancl  their  homes,  to  modify  natural 
forms  for  decorative  purposes,  to  appreciate  good  spacing,  to 


18 


194  Formulation  by  Subjects 

letter,  and  to  use  water-color  intelligently  in  intensities  and 
hues. 

Text-hook:  Seegmiller's  Applied  Arts  Drawing  Book, 
Fifth  Year. 

GRADE  VI 

A  desire  to  work  toward  definite  ends,  and  a  willingness  to 
spend  much  time  on  a  single  project,  if  it  is  considered  worth 
while,  are  characteristics  of  children  of  this  grade.  Owing 
to  the  social  instinct  which  is  developing,  the  project  may  be 
one  that  concerns  the  whole  group  rather  than  the  individual. 
Owing  to  the  child's  love  of  experimenting,  it  is  possible  to 
lead  him  to  originate  designs,  color  schemes,  etc.  The  great 
need  of  establishing  correct  habits  at  this  time  makes  it 
important  to  stress  accuracy  and  the  representing  of  things 
as  they  are.  The  child's  growing  appreciation  of  the  beauti- 
ful makes  it  possible  to  do  a  good  deal  of  profitable  picture 
study. 

Term  A.  Landscape — Study  of  earth  and  sky  at  sun- 
set and  later  for  contrasted  tones;  pencil  sketches  of  trees 
and  landscapes  showing  light  and  dark  parts,  from  copy  for 
technique,  and  from  nature ;  placing  pathway  in  picture ; 
original  composition;  w^ork  in  grays,  in  color,  and  in  two 
colors  and  a  gray ;  change  landscape  from  one  method  of 
treatment  to  another;  use  finders  frequently;  decorative 
lanc^scape  compositions  made. 

Color — Studied  in  connection  with  design  and  other  phases 
of  the  work;  many  color  notes  of  trees  and  flowers,  and  any 
schemes  found  in  nature ;  hektographed  outlines,  or  those 
printed  in  book  colored ;  same  study  done  several  times,  using 
different  color  combinations;  frequent  use  of  value  scale 
made ;   color  schemes,  using  two  colors  and  gray,  worked  out. 

Nature  Drazmig — Pencil  drawing  of  milkweed  pods,  con- 
sidering arrangement  in  enclosing  form  and  technique ;  same 
study  in  other  mediums;  pencil  drawings  of  other  weeds; 
studies  used  later  as  design  motives;  pencil  drawings  of  big 
vegetables  considering  specially  variation  in  line. 

Design — Book  cover  design  for  nature  booklet,  using  mo- 
tifs gained  from  nature  drawings;  lettering  for  book  cover, 
mottoes,  labels  as  needed ;  poster  lettering,  decorative  arrange- 
ment; original  stencil  patterns;  vase  forms  studied  and  cut 
from  paper  ;    relate  to  object  drawing. 


Drawing  195 


Construction  Draming — Working  and  pattern  drawing  of 
paper  box  or  basket. 

Picture  Study— MiW^i's  "The  Angelus,"  "The  Gleaners," 
and  "The  Sower,"  Corot's  "Dance  6i  the  Nymphs." 

Term  B.  Object  Drawing — Perspective  principles  already 
taught,  reviewed,  and  straight-line  parallel  perspective  begun; 
perspective  principles  in  magazines  and  books  looked  for; 
pencil  sketches  of  objects  illustrating  principles ;  vase  draw- 
ing, related  to  vase  designing;  tiles  using  straight-line  de- 
signs drawn  and  colored  and  worked  out  in  clay  if  possible; 
group  of  two  objects  drawn;   laws  of  grouping  taught. 

Figure  Study — Costume  pose,  method  of  work  studied; 
animal  drawing  from  life. 

Nature  Drazving — Brush  drawings  of  spring  flowers,  those 
in  book,  copied  for  technique ;  much  practice  for  brush  hold- 
ing;  pencil  drawing  of  flowers  made  and  used  later  in  design. 

Landscape — Spring  or  winter  landscape  painted  for  compo- 
sition and  color. 

Design — Units  from  flowers  developed;  color  schemes 
found  in  color  notes  used. 

Picture  Study — Rubens's  "Descent  from  the  Cross,"  "As- 
sumption of  the  Virgin,"  and  pictures  of  children;  Hobbema's 
"Avenue  to  Middleharnis." 

A  child  leaving  the  sixth  grade  should  draw  more  thought- 
fully and  correctly;  he  should  have  better  ideas  of  proportion, 
proper  spacing,  and  of  the  grouping  of  objects ;  he  should 
have  become  acquainted  with  the  decorative  possibilities  of 
symmetrical  arrangements  of  units  made  from  flower  forms, 
etc. ;  he  should  have  increased  abihty  to  match  colors  and  to 
discriminate  between  diflferent  tones,  and  from  his  study  of 
pictures  he  should  know,  in  a  general  way,  what  constitutes 
a  good  picture,  and  should  have  a  more  intelligent  apprecia- 
tion of  beautiful  pictures. 

Text-book:  Seegmiller's  Applied  Arts  Drawing  Book, 
Sixth  Year. 

GRADE  VII 

By  the  time  children  have  reached  Grade  VII  they  should 
be  able  to  secure  definite  and  fairly  satisfactory  results.  Be- 
cause the  creative  imagination  is  strong,  much  original  work 


196  Formulation  by  Subjects 

may  be  attempted.  The  best  possible  examples  for  imitation 
are  presented,  and  the  class  undertakes  the  working  out  ot 
ideas  that  will  interest  the  grade  as  a  whole,  as  well  as  indi- 
vidually, and  be  of  definite  value.  Quality  rather  than  quan- 
tity is  emphasized.  Facility  of  expression  is  developed 
through  rapid  sketching,  and  thoroughness  through  pains- 
taking, accurate  w^orkmanship.  Every  opportunity  is  used 
to  develop  judgment  and  appreciation  through  color,  form, 
line,  and  arrangement. 

Term  A.  Landscapes — Study  pictures  for  values.  Illus- 
trate word  pictures.  Work  out  same  landscape  in  different 
mediums.  Study  trees  for  comparative  characteristics. 
Work  from  picture,  from  photograph,  from  nature.  Copy 
for  technique. 

Nature  Drawing — Pencil  sketching  of  nature  sprays,  not- 
ing tone,  structure,  texture.  Direct  treatment,  copy  for 
technique,  feeling,  composition. 

Color — Study  as  part  of  all  phases  of  the  work.  Make 
many  color  notes.  Combine  different  values  and  intensities  of 
color  with  gray. 

Design — Make  design  units  from  nature  motives,  apply  to 
definite  project  as  candle  shade,  table  runner.  Book  cover 
with  design  fitted  to  title  or  use.  Stencil  for  blackboard 
border  or  other  need.  Poster  and  invitation  for  special  occa- 
sion. Lettering,  direct  work,  letter  a  text.  Stress  exactness 
and  mechanical  accuracy. 

Picture  Study — Corot's  Landscapes,  American  Artists. 

Term  B.  Object  Drazmng — Review^  curvilinear  perspec- 
tive and  parallel  perspective.  Teach  angular  perspective. 
Collect  illustrative  material.  Draw  objects  illustrating  prin- 
ciples,   emphasizing   correct   appearance   rather   than    theory. 

Design — Pattern  drawings  for  boxes.  Decorate  with 
geometric  or  nature  motives.  Enlarge  units  given,  color. 
Continue  last  term's  design  principles.     Apply. 

Figure  Sketching — Study  for  composition  and  color.  Re- 
late to  reading,  history,  geography  when  possible. 

Nature  Drawing — Brush  work.  Children  to  arrange  the 
study,  have  direct  handling,  try  several  studies  in  grays. 
Pencil  sketches  of  spring  growths,  technique,  composition. 


Drawing  197 


Color — Color  to  be  given,  not  as  a  separate  subject,  but 
ac  a  part  of  all  work.  Tint  printed  outlines  in  two  intensities 
of  color. 

Picture  Study — Corot's  Landscapes,  American  Artists. 

At  the  close  of  the  term  the  children  should  be  able  to  draw 
readily,  handle  all  materials  with  a  fair  amount  of  skill,  know 
how  to  combine  colors  harmoniously,  be  able  to  originate 
pleasing  designs  suited  to  some  definite  purpose,  and  have 
some  definite  appreciation  of  beauty  in  nature  and  art. 

Text-book:  Seegmiller's  Applied  Arts  Drawing  Book, 
Seventh  Year. 


ELEMENTARY  SCIENCE 


The  aims  of  the  work  in  Elementary  Science  may  be 
summarized  briefly  as  follows:  Training  the  children  in 
intelligent,  scientific  observation  in  the  field  of  natural  science ; 
accuracy  in  reporting  what  they  see;  drawing  reasonable 
conclusions ;  creating  in  them  a  love  for  nature  and  an  inter- 
est in  the  community  and  personal  health. 

Observation  of  public  utilities  and  health  conditions 
(personal,  home,  and  city)  furnish  the  basis  for  detailed  work 
in  physical  science,  sanitation,  and  hygiene. 

Interest  in  gardening  and  seasonal  changes  largely  deter- 
mines the  specific  work  in  nature  study  and  agriculture. 

KINDERGARTEN 

Interest  in  nature  is  connected  in  the  kindergarten  with 
the  child's  natural  instinct  at  this  period  to  manipulate  and 
examine  many  different  objects  in  his  environment.  He  is. 
interested  in  and  curious  about  bright  colored  objects  and 
living,  moving  things.  He  brings  to  the  kindergarten 
flowers,  leaves,  and  insects  as  he  finds  them  on  his  way  to 
school.  The  work  is  based  on  these  incidental  opportunities 
which  the  interests  of  the  children  develop. 

Some  typical  examples  follow. 

Term  A.  Observation  of  the  changing  colors  of  leaves 
and  the  recognition  of  certain  common  leaves  such  as  maple 
and  oak.  Sorting  of  nuts  and  seeds.  Changes  of  forms  of 
water  under  varying  temperatures.  Care  of  plants  in  the 
schoolroom. 

Term  B.  Observation  of  bulbs  planted  and  grown  in 
school.  Gathering  and  sorting  of  spring  flowers.  Conver- 
sation about  moon  and  stars,  light  and  warmth  of  the  sun. 
Attention  directed  to  lengthening  of  days;  return  of  birds; 
moths  and  butterflies. 

The  result  of  this  work  for  the  children  is  not  expected  to 
be  so  much  a  definite  gain  in  knowledge  as  an  attitude  of 
mind  which  will  lead  to  increased  love  and  appreciation  of 
nature. 


Elementary  Science  199 


GRADE  I 

The  child  in  the  first  grade  is  keenly  alive  to  sense  im- 
pressions ;  he  loves  to  see,  touch,  and  handle  things.  He  also 
possesses  an  innate  wonder  about  natural  things  which  is 
easily  developed  into  curiosity  to  know^  more.  The  general 
acquaintance  which  he  made  in  the  kindergarten  with  flowers, 
trees,  birds,  etc.,  is  extended  into  more  definite  knowledge, 
and  a  beginning  made  of  intelligent  interest.  He  is  led  to 
observe  and  report  on  obvious  phenomena  as  they  occur  in 
the  changing  seasons.  While  his  chief  interest  is  in  learning 
what  things  are,  what  they  do,  and  what  they  are  for,  he  is 
able  to  draw  many  other  simple  inferences.  Following  are  the 
large  topics : 

Term  A.  Flowers,  wild  and  cultivated,  noted  for  identi- 
fication and  beauty;  ripening  of  fruits  and  seeds;  grasshop- 
pers, caterpillars,  cocoons  and  chrysalises;  coloring  and  fall- 
ing of  leaves;  migration  of  birds;  cat,  dog,  squirrel.  Eskimo 
home;  study  of  life  in  cold  countries. 

Term  B.  Signs  of  returning  life  in  early  blooming 
flowers ;  budding,  leafing,  blooming,  seeding  of  trees ;  moths, 
butterflies,  earthworms,  ants,  tadpoles,  rabbits,  returning 
birds;  as  days  grow  longer  and  warmer,  study  of  life  in  hot 
countries  through  a  tropical  home.  Special  trees :  maple,  oak, 
tuHp.     Special  birds:    robin,  bluebird,  cardinal. 

GRADE  n 

Curiosity  is  very  strong  in  the  children  at  this  age,  and 
often  leads  them  to  be  interested  in  everything  around  them. 
This  instinct  is  utilized  in  training  the  children  to  be  more 
observant  of,  and  interested  in,  things  in  their  environment. 
At  the  same  time,  they  learn  many  useful  facts  about  the 
topics  studied.  They  are  encouraged  to  find  out  things  for 
themselves. 

Following  up  simple  recognition  of  the  plants,  birds,  and 
insects  studied  in  the  first  grade,  the  children  of  the  second 
grade  learn  more  of  their  characteristics.  They  grow  more 
accurate  in  their  reports  of  observations  and  gain  more  power 
in  drawing  conclusions. 


200  Formulation  by  Subjects 

Term  A.  General  observations  of  varying  lengths  of  day 
and  night  with  season.  Calendar  of  daily  observations  for 
part  of  the  fall.  Observations  of  changes  in  animal  life  as 
noted  in  the  first  grade.  Preparation  for  winter  as  noted  in 
bulbs,  seeds,  buds,  and  roots ;  bulb  as  plant  storehouse.  Food 
plants  of  locality.  Names  of  flowers  blooming  in  garden. 
Recognition  of  wild  carrot.     Seed  chart  kept. 

Migration  of  birds.  Winter  birds :  chickadee,  downy  wood- 
pecker, robin,  catbird.  Relation  of  birds  to  garden.  Insects 
in  garden :  potato  bug,  cutworm.  Special  trees :  sycamore, 
magnolia,  poplar,  holly. 

Term  B.  Cardinal  points  in  connection  with  direction  of 
wind.  Calendar  of  daily  observations  for  part  of  spring. 
Effect  of  sunshine  and  rain  on  ground  and  plants.  Relation 
of  slope  to  drainage.  Concept  of  spring,  river,  valley,  grassy 
plain,  wooded  hills.  Study  of  pine  and  oak  trees  and  lumber. 
Names  of  flowers  blooming  in  the  garden.  Recognition  of 
bloodroot,  dogtooth  violet,  bluets,  and  speedwell.  Migra- 
tion of  birds ;  titmouse,  mocking-bird  in  home  yards.  Insects 
in  garden :  cabbage  worm,  ladybug.  Special  trees :  Review 
of  same  trees  studied  in  fall.  Studies  made  of  branching, 
buds,  leaves,  flowers,  fruit.  Introductory  study  of  soil  and 
garden. 

Germination  of  peas,  beans,  corn.  Function  of  house  in  re« 
lation  to  weather.  Light  and  ventilation  considered  in  build- 
ing house.  Importance  of  sleep,  rest,  light,  fresh  air,  cleanli- 
ness. 

GRADE  III 

The  outline  of  work  for  this  grade  grows  out  of  the  main 
tendency  of  curiosity  and  interest  in  the  new  and  striking. 
Other  tendencies  that  serve  to  make  children  love  nature  are 
collection,  manipulation,  and  motor  activity.  The  knowledge 
gained  from  the  gratification  of  mere  curiosity,  combined  with 
a  natural  enjoyment,  forms  the  basis  for  a  permanent  interest 
in  and  love  for  nature.  Because  of  the  child's  strong  imagina- 
tion his  observations  are  likely  to  be  magnified  and  unreliable. 
To  counteract  this  tendency  and  to  promote  accuracy  both  in 
observing  and  reporting  nature  facts,  records  are  kept  and  the 
children  are  regularly  required  to  test  and  correct  reports  by 
further  observation. 


Elementary  Science  ZOl 

Term  -A.  Recognition  of  common  fall  and  late  summer 
flowers,  wild  and  cultivated.  Plan  to  destroy  seeds  of  weeds 
injurious  to  school  garden.  Different  methods  of  seed  dis- 
semination noted  and  recorded  in  chart  form;  collection  of 
seeds  for  spring  gardening.  Observation  of  metamorphosis 
of  insects,  especially  those  injurious  to  garden  products. 
Trees  studied  from  standpoint  of  leaf  identification,  coloring, 
and  fall  of  leaves.  Observations  recorded  upon  chart.  Recog- 
nition and  simple  study  of  evergreens  at  Christmas  time. 
Migration  of  birds  observed;  list  made  of  those  that  remain 
during  the  winter.  Planting  of  window-box,  and  flower-bed 
in  the  garden.  Cuttings :  geraniums,  wandering  Jew,  and 
begonias.  Bulbs :  crocus,  tulips,  and  narcissus.  Individual 
pots  may  be  planted  if  desired  and  the  spirit  of  competition 
encouraged.  Good  and  unfavorable  soils  studied  in  con- 
nection with  this  plant  growth.  Study  of  corn,  wheat,  and 
sheep  from  the  standpoint  of  uses  to  man  in  connection  with 
Industrial  Work;  a  chart  made  of  corn  and  wheat  food  prepa- 
rations.    Weather  records.     (See  Geography,  p.  244.) 

Term  B.  Formation  of  rain,  hail,  sleet,  snow,  frost, 
and  dew  studied.  The  service  of  snow  is  especially  noted. 
Winter  twigs  of  red  and  sugar  maple,  oak,  elm,  apple,  peach, 
pear,  plum,  beech,  poplar,  tulip,  and  sycamore  trees  recognized ; 
year's  growth  measured  and  rate  compared.  Force  budding 
twigs  in  house  and  study  buds  as  plant  storehouses.  Tree 
calendar  kept  to  show  dates  of  the  appearance  of  leaf  and 
blossom.  Birds'  nests  collected  and  identified  where  possible, 
and  trees  noted  in  which  most  nests  are  found.  Spring 
flowers  recognized  and  record  kept  to  show  date  of  their 
appearance.  Return  of  birds  noted.  Informal  talks  based 
upon  Miller's  First  Book  of  Birds,  and  Torrey's  Everyday 
Birds,  given  for  the  purpose  of  enlisting  children's  interest  in 
bird  life.  Through  pictures  and  observations  teach  the  recog- 
nition of  common  resident  birds.  In  connection  with  a  sand 
table  representation  of  a  farm  (see  Industrial  Work,  p.  257), 
study  location  of  home  and  outbuildings  in  relation  to  drain- 
age and  sanitation.  Weather  records.  (See  Geography, 
p.  244.) 

GRADE  IV 

Children  at  this  age  are  intensely  active,  and  this  tendency 
is  noted  in  their  curiosity  to  know  the  whv  and  the  wherefore 


202  Formulation  by  Subjects 

Til  I  r 

in  reference  to  what  they  observe.  Interest  in  narture  may 
wane  unless  new  aspects  and  relations  of  familiar  objects 
which  they  collect  and  facts  observed  are  brought  out.  The 
child's  interest  in  his  own  ability  and  achievements  is  the 
starting  point  for  the  lesson  on  Good  Health. 

The  work  aims  to  give  the  child  ability  to  give  a  very  simple, 
accurate,  written  description  of  his  obser\ation  after  it  has 
been  discussed  in  class,  and  to  make  him  habitually  thought- 
ful about  cleanliness  in  personal  habits. 

Term  A.  General  noting  of  fall  phenomena;  life  history 
of  caterpillars  which  the  children  have  previously  observed 
in  one  or  more  stages.  Migration  of  birds  noted.  Leaf  col- 
oring and  falling  of  leaves  from  standpoint  of  nature's 
economy.  A  calendar  of  coloring  and  falling  leaves  may  be 
kept  to  follow  up  spring  work  in  Grade  III. 

Hygiene — As  outlined  in  text. 

Text-hook:  Gulick's  Good  Health. 

Term  B.  Hygiene  continued  until  return  of  birds  about 
March  1.  Bird  observation  notes  and  calendar  kept  by  class. 
Comstock's  Hand  Book  of  Nature  Study  as  teacher's  guide 
in  treatment  and  selection  of  subject  matter.  Fifty  Common 
Birds  of  Field  and  Orchard,  Farmer's  Bulletin. 

GRADE  V 

The  work  of  this  grade  grows  mainly  out  of  the  child's 
natural  inquisitiveness  into  the  causes  of  the  common,  natural 
phenomena  of  his  daily  life,  and  his  tendency  to  direct 
physical  activity  to  practical  ends.  It  is  made  possible  by  his 
ability  to  reason  in  concrete  situations  and  to  learn  general 
truths  through  specific  illustrations.  It  aims,  primarily,  to 
arouse  interest  in  the  laws  of  nature,  to  develop  the  power  to 
reason  in  connection  therewith,  to  teach  a  few  scientific  truths 
which  every  intelligent  person  should  know,  and  to  impart 
information  needed  for  the  proper  care  of  the  body.  .Inci- 
dentally, it  affords  a  basis  in  experience  for  future  reasoning 
in  connection  with  geography,  hygiene,  and  physics.  It  con- 
sists of  simple  experiments  and  discussions  to  teach  scientific 
truths  as  needed  for  comprehension  of  subjects  in  which  the 
class  is  interested,  and  of  simple  lessons  on  what  to  do  in  the 
little  accidents  of  everyday  life. 


Elementary  Science  203 

Term  A.  The  work  of  the  previous  grades  reviewed 
as  interest  and  necessity  demand.  Three  forms  of  water: 
change  of  form,  evaporation  and  condensation,  melting  and 
freezing,  the  boihng  and  freezing  points  of  water,  the  fact 
that  different  substances  change  form  at  different  tempera- 
tures, latent  heat,  practice  in  reading  the  thermometer. 
Hygiene  of  accidents. 

Text-hook:   Gulick's  Emergencies. 

Term  B.  Review  as  needed.  The  rising  of  heated  air; 
expansion  by  heat,  gravity,  air  pressure.  Combustion,  rust, 
breathing.     Hygiene  of  accidents  continued. 

Text-hook:   Gulick's  Emergencies. 

A  pupil  leaving  the  Fifth  Grade  should  be  able  to  do  what  is 
needed  for  immediate  relief  in  cases  of  sprains,  bruises,  cuts, 
punctured  wounds,  bites  and  stings,  fire,  ivy  poisoning,  nose 
accidents,  choking,  cramps,  fainting,  drowning. 

He  should  know  the  three  forms  of  water  and  be  able  to 
give  illustrations  of  each,  the  boiling  point  and  freezing  point 
of  water,  and  be  able  to  mention  substances  whose  boiling  or 
freezing  points  differ  from  those  of  water,  be  able  to  read  an 
ordinary  thermometer  accurately,  and  should  know,  in  answer 
to  specific  questions,  that  in  melting  and  evaporation  heat  is 
used  up,  while  in  freezing  and  condensation  it  is  given  out. 
He  should  know  why  things  fall  downward,  what  is  meant  by 
''down,"  and  be  able  to  illustrate  the  fact  that  in  gases  and 
liquids  the  heavier  thing  goes  to  the  bottom.  He  should  be 
able  to  give  an  illustration  of  expansion  by  heat,  and  know 
why  smothering  will  put  out  a  fire  and  kill  a  person. 

GRADE  VI  . 

Curiosity  and  an  interest  in  the  novel  are  still  dominant  at 
this  age,  and  while  still  largely  confined  to  the  concrete,  are 
gradually  broadening  to  include  problems  and  situations  not 
directly  in  the  child's  own  experience.  The  Elementary  Sci- 
ence course  aims  to  make  use  of  this  tendency  and  to  direct  it 
into  useful  and  helpful  channels.  To  this  end  the  child  is  en- 
couraged  to  trace  the  development  of  some  of  the  notable 
inventions  that  affect  his  life,  and  to  inquire  into  the  con- 
ditions out  of  which  they  grew.  His  tendency  to  physical 
activity  also  dominant,  as  well  as  his  curiosity  and  desire  to 


204  Formulation  bv   Subjects 

manipulate,  is  given  an  outlet  through  the  performance  of 
simple  experiments,  and  the  construction  of  simple  apparatus. 
The  social  instinct  is  beginning  to  develop.  The  course,  both 
in  inventions  and  in  sanitation,  is  designed  to  strengthen  this 
instinct  by  leading  the  child  to  realize  the  interdependence  of 
nations  and  individuals,  his  personal  debt  to  great  men  and 
great  nations  of  many  ages  for  the  things  that  make  his  life 
easier  and  richer,  and  his  consequent  obligation  to  his  own  and 
future  ages. 

Through  this  course  the  child  is  given  much  opportunity  to 
arrive  at  conclusions  for  himself  through  the  performance  of 
experiments  and  from  facts  supplied  by  the  class  and  the 
teacher.  By  bringing  him  in  contact  with  some  of  the  wonders 
of  natural  science,  he  is  lead  to  an  appreciation  and  love  of 
nature.  Through  the  study  of  diseases  that  affect  his  own 
community,  and  of  means  of  preventing  them,  an  interest  in 
personal  and  community  health  is  aroused. 

How  to  Study — In  the  work  in  sanitation  practically  the 
same  factors  of  study  are  emphasized  as  in  history,  and  in  the 
work  in  inventions  this  is  done  as  far  as  practicable  without  a 
text-book.  In  addition  to  these,  the  using  of  ideas  is  an 
important  factor. 

Term  A.  Sanitation  and  its  relation  to  preventable  dis- 
eases. Study  town  water  system — discuss  purity  of  supply, 
filtration,  drinking- fountains,  springs,  and  wells.  Sewerage 
system,  care  of  streets  and  sidewalks. 

Special  emphasis  upon  community  health. 

Text-hook:   Ritchie's  Primer  of  Sanitation. 

Term  B.  Further  application  of  physical  science  study  of 
Fifth  Grade,  and  the  development  of  new  scientific  truths  in 
the  study  of  everyday  conveniences,  and  of  notable  inventions 
that  affect  the  lives  of  the  children  either  directly  or  indi- 
rectly, as  the  telegraph,  telephone,  wireless,  the  compass,  the 
thermometer,  automobiles,  aeroplanes,  etc.  Experiments  and 
constructions  where  feasible. 

A  child  leaving  the  Sixth  Grade  is  expected  to  have  a 
greatly  increased  appreciation  for  the  inventions  that  affect 
his  life,  and  that  he  has  heretofore  taken  as  a  matter  of  course, 
and  a  greater  interest  in  what  he  hears  and  reads  of  scientific 
discoveries  and  inventions.  He  is  expected  to  show  increased 
interest  in  things  pertaining  to  his  own  and  community  health. 


Elementary  Science  205 

He  should  know,  from  the  study  of  history  of  inventions, 
what  country  produced  each,  what  men  (if  known),  and  some- 
thing of  its  effect  upon  the  world.  As  a  result  of  the  experi- 
ments he  should  know  some  of  the  simple  scientific  truths,  as 
the  effect  of  heat  and  cold  upon  solids,  liquids,  and  gases,  air 
pressure,  something  of  the  pendulum,  the  lever,  the  refraction 
of  the  rays  of  light,  etc.,  and  something  of  the  properties  of 
electricity. 

GRADE  VII 

Since  this  grade  must  deal  with  children  in  the  adolescent 
period,  it  seems  wise  at  this  time  to  make  them  better  ac- 
quainted with  the  structure  of  the  body.  The  physiology 
taught  is  subservient  to  hygiene,  however,  for  the  course  is 
planned  first  to  create  the  feeling  that  the  body  needs  the  best 
possible  care,  and,  second,  to  suggest  the  ways  of  caring  for  it. 

Children  at  this  age  are  interested  in  making  the  home  sur- 
roundings more  attractive,  and  care  is  needed  to  direct  this 
interest  along  the  right  lines,  so  that  good  taste  may  be 
developed.  To  this  end  a  flower  garden,  in  which  may  be 
found  several  varieties  of  plants,  is  planned  and  cultivated  by 
the  grade.  These  plants  are  classified  according  to  their  re- 
quirements for  propagation,  and  planted  to  produce  the  best 
effect. 

As  the  spring  season  advances  certain  observations  are 
made  in  this  garden  which  arouse  a  curiosity  concerning  the 
germination  of  seeds,  growth  of  plants,  flowers  and  their 
function,  also  pollination.  To  satisfy  this  a  very  elementary 
course  in  botany  is  given. 

Through  interest  in  this  flower  garden  the  children  are  led 
into  a  simple  study  of  insect  life,  and  especial  attention  is 
given  to  combating  the  insect  pests  common  to  garden  plants. 

Hoiv  to  Study — Physiology  makes  use  of  many  of  the  fac- 
tors used  in  studying  history,  and  constant  use  is  made  of 
charts  as  the  anatomy  of  the  body  is  studied.  During  the 
spring  the  tests  or  experiments  follow  a  prescribed  order  so 
that  the  reasoning  may  become  more  logical.  Verbal  reports 
are  made  according  to  this  outHne : 

Problems  Definitely  Stated, 

Method  of  Procedure, 

Conclusion  Drawn  from  Observations. 


206  Formulation  by  Subjects 

Term  A.  Hygiene  and  Physiology. — The  course  in  hy- 
giene and  physiology  is  as  follows:  The  plan  of  the  body;  the 
brain  as  the  ruler  of  the  body;  the  skeleton  and'  its  function; 
muscles  and  the  importance  of  exercise;  the  digestive  organs 
and  the  foods  that  are  best  adapted  to  the  building  of  certain 
tissues;  the  circulatory  system;  respiration  and  the  need  of 
fresh  air ;  the  prevention  of  diseases  and  spreading  of  disease 
germs. 

Text-hook:  Ritchie's  Human  Physiology;  supplementary, 
The  Giilick  Series  as  needed. 

Term  B.  Elementary  Botany  and  Agriculture — This 
course  is  planned  as  follows :  Formation  of  the  soil ;  soil  im- 
provement; planning  and  planting  school  and  individual 
flower  gardens ;  testing  seed  for  vegetable  gardens  of  the 
lower  grades ;  consideration  of  different  modes  of  propagat- 
ing plants;  study  of  the  flower  and  pollination;  study  of  in- 
sects and  means  of  exterminating  the  harmful  ones. 

Text-hook:  Bugger's  Agriculture  for  Southern  Schools. 
Supplementary :  Burkett,  Stevens,  and  Hill's  Agricidture ; 
also  pamphlets  from  the  Department  of  Agriculture  at  Wash- 
ington. 

Students  ought  to  finish  this  course  with  the  idea  that  they 
are  largely  responsible  for  what  their  health  will  be.  They 
ought  to  realize  that  for  their  own  usefulness  and  pleasure, 
health  is  essential,  and  that  each  individual  is  a  part  of  the 
great  chain  of  health. 

Through  the  Nature  Study  they  should  know  how  to  plan 
and  plant  a  garden,  and  the  importance  of  testing  the  seeds 
before  planting.  The  parts  of  a  flower  are  learned  and  plant 
breeding  is  understood.  The  standard  remedies  are  learned 
for  destroying  insect  pests  and  plant  blights. 


ENGLISH 


The  general  aims  of  the  teaching  of  English  should  be 
identical  with  the  general  aims  of  all  education.  The  work 
in  this  subject  is  exceedingly  broad  and  varied  in  itself.  It 
includes  all  the  diversified  work  given  under  reading,, 
language,  and  literature.  And  as  English  permeates  all  other 
work  done  in  school,  it  prospers  or  suffers  according  as  does 
all  other  w^ork.  English  teaching  has  certain  specific  aims. 
Reading  aims  to  enable  the  child  to  grasp  the  thought  on 
the  printed  page  and  to  make  it  his  own,  and,  in  reading  aloud, 
to  give  it  to  others;  language  work  aims  "to  make  every 
child  a  master  of  good  English  for  common  uses" ;  the  study 
of  literature  aims  to  train  the  esthetic  sense.  But  the  value 
of  the  accomplishment  of  all  such  specific  aims  in  English  is 
seriously  impaired  unless  they  are  constantly  and  clearly  con- 
ceived as  means  toward  the  greater  ends  of  (1)  promoting 
mental  growth,  (2)  training  for  social  living,  and,  withal, 
(3)  broadening  and  elevating  character. 

English  is  often  spoken  of  as  ''the  core  of  the  curriculum," 
the  heart  of  the  course  of  study.  Keeping  an  anatomical 
figure,  we  may  better  think  of  it  as  not-  the  heart  only,  but  as 
the  wiiole  arterial  system,  and  a  sort  of  nervous  system  as 
well.  In  the  metabolism  of  mind,  language  furnishes  the 
main  channels  for  both  the  anabolism  of  impression  and  the 
katabolism  of  expression.  Both  processes  are  absolutely 
necessary  to  cell  growth.  Furthermore,  in  terms  of  the 
nervous  system,  language  is  the  means  of  making  evident  the 
functional  reflexes  of  ideas  presented  to  the  child's  mind.  If 
we  wish  to  test  w^hether  he  understands  an  idea  we  ask  him 
to  tell  it  in  his  own  words,  and  we  judge  of  his  grasp  of  a 
subject  by  the  ease  and  accuracy  with  which  he  uses  the 
vocabulary  of  that  subject.  To  sum  up,  from  the  point  of 
view  of  the  subject  matter  in  the  course  of  study  and  of  the 
child's  mental  growth,  English  is  universally,  not  only  the 
means  of  instruction,  but,  as  McMurry  says,  it  also  furnishes 
"the  best  test  of  the  vitality  of  instruction."  It  is,  therefore, 
of  the  utmost  importance  to  the  success  of  English  teaching 
that  the  aim  of  the  work  in  English  identify  itself  with  the 
aim  of  the  whole  course  of  study.  The  close  inter-relation  of 
English  and  the  other  subjects  in  this  Course  of  Study  appears 
constantly  in  the  Formulation  by  Grades. 

The  social  significance  of  the  training  in  the  mother  tongue, 
and  the  opportunity  which  this  work  offers  the  teacher  for 


208  Formulation  by  Subjects 

developing  character,  are  also  of  paramount  importance  in 
considering  the  place  and  aim  of  English  in  the  course  of 
study.  Since  language  was  a  product  of  social  life,  and  is  of 
use  primarily  for  social  intercourse,  proper  work  in  language 
should  aim  not  merely  to  develop  and  train  the  power  of 
speech ;  it  should  aim  to  make  the  child  socially  efficient. 
Therefore,  the  course  of  study  aims  to  make  the  conditions 
under  which  the  child  receives  his  training  in  language  in  the 
schoolroom  as  nearly  as  possible  like  the  conditions  under 
which  he  will  use  the  language  in  life  out  of  school.  For  then, 
only,  will  the  aptitudes  acquired  in  school  function  easily  and 
naturally  in  living  out  of  school.  Reading  to  others  for  a 
purpose  is  the  constant  practice..  Language  lessons  become 
natural  and  lifelike.  The  elements  of  correctness,  clearness, 
and  effectiveness  are  acquired  as  a  social  duty  and  not  as  a 
perfunctory  school  exercise.  And  with  the  social  end  in 
view,  the  teaching  of  literature  becomes  largely  a  study  of 
human  nature  rather  than  of  books.  It  aims  to  help  the 
child  to  love  people  and  better  to  understand  others  so  that 
he  may  live  peaceably  and  happily  among  his  fellows.  The 
social  motive  in  English  is  everywhere  the  vital  motive. 

In  carrying  out  the  aims  discussed  above  with  reference  to 
the  child's  relation  to  the  other  subjects  in  the  curriculum  and 
his  relations  to  social  living,  the  English  work  aims  con- 
sciously also  at  the  development  of  personality  by  strengthen- 
ing character  and  elevating  ideals.  The  work  done  under  this 
Department,  particularly  in  language  and  literature,  has,  in  a 
special  sense,  high  ethical  aims.  For  by  giving  opportunity 
for  the  expression  of  the  child's  own  thoughts  and  aspirations 
and  ideals,  the  language  work  enables  the  teacher  to  discover 
the  particular  bent  of  each  individual  pupil,  and  to  help  in  the 
formation  of  his  plans  for  life.  This  applies  particularly,  of 
course,  to  the  more  advanced  grades.  And  in  the  literature 
studied,  the  child  is  brought  face  to  face  with  high  ideals  of 
life  and  character  which  serve  as  models  for  action  and  which 
inspire  to  noble  resolutions. 

READING 

To  every  subject  in  the  curriculum  reading  bears,  in  some 
degree,  the  relation  of  a  means  to  an  end,  and  the  ability  to 
acquire  knowledge  from  the  printed  page  is,  for  practical  pur- 
poses, the  most  important  single  contribution  made  by  the  early 


English — reading  209 


grades  to  the  child's  equipment  to  learn  and  to  live.  The 
practical  usefulness  of  reading  is  further  enhanced  by  the 
addition  which  the  .practice  of  it  makes  to  the  child's  power 
of  self-expression,  both  oral  and  written,  through  the  enrich- 
ment of  his  vocabulary  and  the  increase  in  his  general  com- 
mand of  the  language  and  by  the  training  of  his  voice. 

The  child  must  get  the  thought  from  the  printed  page  be- 
fore he  can  give  it  to  others ;  therefore,  silent  reading  must 
precede  oral.  Through  silent  reading  the  child  is  taught  to 
get  the  thought  accurately  and  rapidly.  Practice  in  sight- 
reading  of  simple  material  is  given  to  develop  fluency.  In 
oral  reading  the  ideal  held  before  the  child  is  that  of  simple, 
natural  reading  which  shall  convey  to  the  listener  the  true 
meaning  of  what  is  read.  The  material  read  is  selected  with 
special  reference  to  literary  value  and  wath  due  consideration 
of  the  child's  needs  and  capacities.  If  he  obtains  real  enjoy- 
ment from  what  he  reads,  the  mechanical  difficulties  will  be 
more  easily  overcome.  The  body  and  voice  are  trained  to 
express  thought  and  feeling.  Special  attention  is  given  to 
articulation,  enunciation,  and  pronunciation. 

The  work  in  reading  includes : 

1.  Definite  and  supervised  periods  for  silent  reading, 

2.  Frequent  opportunities   for  sight-reading, 

3.  Daily  practice  in  oral  reading. 

GRADE  I 

The  prominent  characteristics  of  the  child  just  entering 
school  are  imitation,  keen  perception,  w^ith  an  astonishing 
power  to  remember  word  forms,  and  a  curiosity  to  enter  the 
mysteries  of  reading.  These  form  the  chief  guides  in  the 
teaching  of  reading  during  the  first  year. 

By  the  end  of  the  year  the  children  should  have  read  all  or 
parts  of  four  or  five  primers ;  they  should  have  a  knowledge 
of  all  the  elernentary  consonant  sounds,  the  short  and  long 
vowel  sounds,  and  should  be  able  to  apply  these  in  determiiv 
ing  short  words  met  in  reading. 

Term  A. 

The  first  reading  is  from  hand-printed  charts  which  give 
expression  to  the  interesting  daily  experiences  of  the  child. 
Script  is  also  used  freely  at  this  stage.     At  the  end  of  about 


14 


210  Formulation  by  Subjects 

six  weeks  the  basal  Primer  is  begun,  chart  lessons  still  con- 
tinuing. A  little  later  the  chart  is  dropped  and  an  easy  sup- 
plementary Primer  is  used. 

Phonics — Ear  training  to  distinguish  the  elementary  sound 
of  spoken  words.  Consonant  sounds  learned.  Rhyming 
words  pronounced  from  analogy  through  the  use  of  phono- 
grams. Initial  consonants  used  as  an  aid  in  remembering 
words. 

Term  B. 

Basal  Primer  completed. 

Supplementary:  Riverside  Primer;  Reading-Literature 
Primer;  Progressive  Rood  to  Reading,  Book  I ;  Siinuners 
Primer;  Bender  Primer;  Horace  Mann  Primer. 

Phonics — The  short  and  long  vowel  sounds  are  learned. 
Word  building  from  phonograms  found  in  reading.  Many 
words  in  reading  lessons  determined  by  phonetic  analysis, 
unusual  vowel  sounds  being  often  told  by  the  teacher,  the  child 
doing  the  blending. 

GRADE  II 

Imagination,  curiosity,  and  the  ability  to  dramatize  are 
strong  characteristics  in  children  at  this  age.  In  addition  to 
this  they  memorize  easily  and  like  to  work  for  good  results. 
This  has  led  to  the  selection  of  a  great  deal  of  material  that 
covers  a  wide  range  of  topics. 

The  aim  is  increased  proficiency  in  the  mechanics  of  read- 
ing and  firmer  establishment  in  the  habit  of  reading  for 
thought.  In  addition  to  the  daily  reading  lessons  the  children 
have  access  to  the  Juvenile  Library,  and  the  work  is  still 
further  supplemented  for  those  who  are  capable  of  advancing 
more  rapidly.  For  the  sake  of  repetition  as  opposed  to  mere 
drill,  the  same  story  is  often  read  in  several  different  readers. 

The  work  in  phonics  is  a  continuation  of  that  begun  in  the 
first  grade,  extended  to  include  more  difficult  phonograms  and 
the  application  of  all  phonics  learned. 

Selections  from  books  listed  for  the  first  grade  are  used  to 
overcome  mechanical  difficulties  and  to  develop  freedom  in 
reading. 

By  the  end  of  the  year  the  children  should  be  able  to  read 
at  sight  and  with  freedom  stories  in  primers  and  first  readers, 
they  should  have  read  the  whole  or  parts  of  twelve  readers, 


English — reading  211 


and  they  should  be  able  to  apply  their  knowledge  of  phonics 
in  working  out  the  greater  number  of  phonetic  words  in  their 
reading  books. 

Term  A. 

Free  and  Tredwell's  Reading-Literature,  First  Reader; 
Holbrook's  Hiawatha  Primer  (Selections) ;  Van  Sickle  and 
Seegmiller's  Riverside  First  Reader;  Baker  and  Carpenter's 
First  Language  Reader.     Several  primers  are  reviewed  also. 

Term  B. 

Summers's  First  and  Second  Readers;  Free  and  Tredwell's 
Reading-Literature,  Second  Reader:  Van  Sickle  and  Seeg- 
miller's Riverside  Second  Reader;  Baker  and  Carpenter's 
Second  Language  Reader;  Bigham's  Merry  Animal  Tales; 
Oswell  and  Gilbert's  Second  American  School  Reader. 
Selections  from  other  first  and  second  readers. 

GRADE  III 

In  passing  from  the  lower  primary  grades  an  important 
transition  is  made  in  that  the  children's  stronger  curiosity  and 
love  for  imaginative  situations  lead  them  to  do  more  volun- 
tary reading.  Every  effort  is  made  to  strengthen  and  direct 
this  habit.  With  the  exception  of  the  silent  reading  period 
spent  in  the  Juvenile  Library,  the  main  emphasis  is  placed 
upon  oral  reading,  since  the  children  require  much  h^lp  in 
gaining  correct  pronunciation  and  clear  enunciation. 

Term  A. 

Required  Texts  for  Section  A :  Riverside  Second  Reader; 
Elson  Primary  Readers,  Book  II. 

Supplementary  Text :   Holbrook's  Nature  Myths. 

Required  Texts  for  Section  B :  Riverside  Third  Readers; 
Elson  Primary  Readers,  Book  III. 

Supplementary  Text:    Holbrook's  Nature  Myths. 

Term  B. 

Required  Texts  for  Section  A:  Elson  Primary  Readers, 
Book  III ;    Riverside  Third  Reader. 

Supplementary  Text:   Reading-Literature,  Book  III. 


212  Formulation  by  Subjects 

Required  Texts  for  Section  B :  Baker  and  Carpenter's 
Latigiuage  Readers,  Book  III ;  Baldwin's  Old  Stories  of  the 
East. 

Supplementary  Text :   Reading-Literature,  Book  III. 

GRADE  IV 

The  keen  mental  activity  of  children  at  this  period  gives  a 
strong  impulse  to  reading — they  now  read  to  knozv,  as  well  as 
to  get  the  pleasure  of  imagining  new  situations.  Since  the 
child's  appreciative  reading  vocabulary  does  not  yet  equal  his 
speaking  vocabulary,  in  most  cases,  word  drill  is  a  necessary 
part  of  most  lesson  preparation.  Much  reading  aloud  from 
texts  and  from  juvenile  magazines  is  done  for  entertainment 
of  other  pupils  and  classes — a  motive  for  earnest  practice  and 
study  being  found  in  the  aim — '*to  give  people  a  good  time." 
Silent  reading  is  done  in  the  library  in  connection  w^ith  history 
and  geography,  as  well  as  in  preparation  for  reading  aloud, 
except  when  oral  work  is  "sight-reading."  At  least  one  com- 
plete literary  work  is  read  aloud  in  this  grade. 

Term  A. 

Texts:  Howe's  Third  Reader;  Reading-Literature,  Book 
IV. 

Term  B. 

Texts:  Elson  Primary  Readers,  Book  IV;  Little  Lame 
Prince,  Mulock. 

Supplementary  :  Children's  Magazine;  Little  Folks'  Maga- 
zine. 

GRADE  V 

In  this  grade  the  mere  desires  for  verbal  expression  and 
individual  achievement  are  no  longer  sufficient  motives  for 
securing  desired  skill  in  oral  reading.  While  these  are  still 
present,  the  more  potent  tendency  to  direct  all  activity  to 
definite  ends  demands  a  purpose  for  the  expression  and 
achievement,  and  this  purpose  is  supplied  through  the  social 
instinct  by  providing  group  w^ork  and  an  audience  to  be  read 
to.  Dramatization  and  selection  of  interesting  material  are 
also  important  factors  in  making  the  oral  work  vital.  The 
practical  tendency,  combined  with  self-reliance,  constitutes  the 


English — reading  213 


basis  for  the  work  in  the  use  of  the  dictionary,  which  is  taught 
as  an  immediate  aid  to  independent  reading,  and  for  the  work 
in  silent  reading.  In  the  latter,  emphasis  is  placed  upon  adapt- 
ing the  method  of  reading  to  the  purpose,  as  in  the  case  of 
headlines  in  newspapers,  and  lessons  in  how  to  read  silently 
are  given.  (For  work  of  this  nature  done  in  connection  with 
other  subjects  see  Literature,  Geography,  and  History.) 

The  results  expected  from  the  year's  work  are  increased 
power  to  interpret  the  printed  page;  consciousness  of  method 
of  study;  greater  ability  to  read  orally;  a  gain  in  distinctness 
of  enunciation  and  articulation;  ability  to  pronounce  words 
from  Webster's  Dictionary,  and  some  skill  in  finding  suitable 
definitions.  Incidentally,  there  should  result  increased  self- 
reliance,  greater  initiative  and  power  of  cooperation  in  group 
activity,  and  a  wholesome  check,  through  the  habit  of  drama- 
tization, upon  the  development  of  self-consciousness. 

Term  A.  Text-boohs:  Elson  Grammar  School  Readers, 
Book  I;  CoUodi's  Pinocchio;  Hazard's  Three  Years  with  the 
Poets;  Webster's  Common  School  Dictionary;  Boyce's 
Enunciation  and  Articulation  in  the  hands  of  the  teacher. 

Term  B.  Text-books:  Same  as  in  Term  A,  with  the 
addition  of  Eggleston's  Hoosier  School  Boy. 

GRADE  VI 

Since  the  sixth  grade  age  comes  within  that  period  which  is 
preeminently  the  habit- forming  period,  or  rather  the  period 
when  habits  may  be  shifted,  made  over,  or  firmly  fixed,  much 
time  is  devoted  to  reading,  both  silent  and  oral.  Much  atten- 
tion is  given  to  enunciation,  and  expressive  reading,  and  to 
rapid  yet  thorough  reading  through  concentration.  The  text- 
books of  the  grade,  because  of  their  variety  and  increased 
difficulty,  afford  excellent  material  for  silent  reading,  and  the 
Juvenile  Library,  in  which  at  least  one  period  a  week  is  spent, 
affords  another  opportunity  for  training  in  silent  reading,  both 
during  that  period  and  at  home.  Often  part  of  the  library 
period  is  given  by  the  teacher  to  reading  to  the  children,  both 
to  stimulate  interest  and  to  set  the  standard,  since  imitation 
may  be  made  to  play  an  important  part  in  teaching  oral  read- 
ing. 


214  Formulation  by  Subjects 

Some  of  the  selections  used  for  oral  reading  in  the  grade 
are  comparatively  simple  so  as  to  afford  much  practice  in 
rapid  reading,  and  thus  fix  habits.  Other  more  difficult 
selections  are  taken  with  a  view  to  enabling  the  child  to  get 
and  give  thought  when  the  sentence  structure  is  involved  and 
the  thought  difficult  to  follow.  Much  attention  is  given  to 
leading  the  child  to  appreciate  and  to  express  in  his  voice  the 
feeling  in  the  passage.  Often  the  technical  difficulties  in  such 
selections  are  not  mastered  thoroughly,  as  too  much  drill  kills 
the  interest,  and  the  same  practice  can  be  given  through  other 
selections  involving  like  difficulties. 

The  material  used  for  oral  and  silent  reading,  not  including 
text-books  in  other  subjects,  Juvenile  Library  books,  or  the 
stories  listed  under  Literature  in  the  Story  Life  Center  of 
Interest,  is  the  following: 

Term  A.  Elson  Grammar  School  Readers,  Book  III ; 
Selections  from  Alexander-Blake's  Graded  Poetry,  Sixth 
Year,  as  Longfellow's  ''Courtship  of  Miles  Standish" ; 
Lowell's  ''Vision  of  Sir  Launfal" ;  Van  Dyke's  "First  Christ- 
mas Tree" ;    Ouida's  "Dog  of  Flanders." 

Term  B.  Ouida's  "Niirnberg  Stove" ;  Selections  from 
Alexander-Blake's  Graded  Poetry,  Sixth  Year;  Lucy  Fitch 
Perkins's  Robin  Hood;  Selections  from  Longfellow's  The 
Children's  Hour  and  Other  Poems;  Ruskin's  "King  of  the 
Golden  River" ;    Hawthorne's  "Great  Stone  Face." 

GRADE  VII 

Oral  reading  and  reports  from  silent  reading  are  potent 
factors  in  the  effort,  at  this  time,  to  overcome  self -conscious- 
ness in  the  children,  but  a  careful  selection  of  reading  matter 
must  be  made  and  tactful  handling  is  needed,  if  interest  may 
be  expected  to  overbalance  this  tendency. 

The  texts  in  other  subjects,  together  with  the  Juvenile 
Library  books  and  the  magazines,  all  contribute  to  the 
children's  thought  getting  through  silent  reading.  The  read- 
ing text  and  the  class  newspaper,  taken  by  each  child  in  the 
grade,  afford  abundant  material  for  practice  in  reading  aloud 
or  relating  what  has  been  read  so  as  to  entertain  others. 
Silent  reading  is  stressed,  careful  enunciation  is  insisted  upon, 
independence  in  determining  the  pronunciation  of  new  words 


English — language  work  215 

is  urged,  and  in  reading  poetry  great  care  is  taken  to  give 
proper  value  to  both  the  rhythm  and  the  thought. 

Often  the  teacher  reads  to  the  class,  to  clear  up  difficulties 
or  to  bring  the  subtle  beauty  of  thought  and  language  more 
vividly  before  the  children.  Class  criticisms  are  vitalized 
through  the  choosing  of  a  reader  by  the  class  to  present 
articles  or  stories  that  the  teacher  brings  from  time  to  time. 

Term  A.  Texts:  Selections  from  Riverside  Literature 
Series,  Grade  VIII;  Baker  and  Carpenter's  Sixth  Reader, 
Irving's  ''Rip  Van  Winkle"  and  *'The  Legend  of  Sleepy  Hol- 
low" ;  Dickens's  "A  Christmas  Carol" ;  also  poems  and  stories 
from  American  authors  used  as  they  correlate  with  history, 
or  as  they  are  suited  to  grade  interests. 

Term  B.  Hale's  ''A  Man  Without  a  Counti-y"  (read  to 
class)  ;  some  selections  from  Southern  poets  are  used  to 
supplement  texts. 

LANGUAGE  WORK 

"The  aim  of  language  study  in  our  schools,"  says 
McMurry,  ''can  be  stated  with  transparent  simplicity  and 
clearness.  It  is  to  make  every  child  a  master  of  good  English 
for  common  uses."  To  have  each  child  form  habits  of  talking 
and  writing  effectively  is  the  aim  of  the  work  in  language. 
He  must  master  the  technical  elements  of  correct  pronuncia- 
tion, idiom,  grammar,  spelling,  punctuation,  of  course;  but  it 
is  important  that  the  training  received  in  school  be  directed 
toward  making  speech  effective.  Correctness  of  language  is 
an  important  means  to  effectiveness  in  enlightened  society,  but 
it  must  not  be  considered  as  an  end  in  itself.  The  child  must 
be  made  to  feel  that  by  mastering  correct  English  he  will  in- 
crease his  power  to  win  and  hold  a  place  for  himself,  and  the 
conditions  for  practice  in  talking  and  writing  in  school  must 
be  made  such  that  the  child  will  realize  the  social  value  of  the 
right  word  in  the  right  place,  the  effective  ordering  and  pro- 
portioning of  material,  the  ability  to  state  clearly,  simply,  and 
naturally  whatever  he  has  in  mind.  To  make  the  language 
work  really  function  out  of  school,  on  the  playground,  in  the 
home,  is  at  once  the  teacher's  difficult  task  and  urgent  duty. 
Accordingly,  the  child  is  taught  such  things  as  will  appeal  to 
his  common  sense  as  worth  while,  and  in  such  a  way  as  to 


216  Formulation  by  Subjects 

enable  him  readily  to  carry  over  what  he  learns  into  daily 
practice.  The  class  work  in  language  seeks  to  become  like 
everyday  life,  and  it  aims  to  use  the  child's  everyday  life  so 
far  as  possible  for  training  in  language. 

To  be  an  effective  talker  and  writer  one  must  first  of  all 
have  confidence  in  the  soundness  of  his  own  conclusions  and 
in  his  power  to  put  them  into  words  with  clearness  and  force. 
Hence,  the  language  work  seeks  to  train  the  children  as  much 
in  thinking  as  in  talking  and  writing.  The  lower  grades,  of 
course,  make  very  simple  beginnings,  but  the  work  progresses 
steadily  throughout  the  grades,  so  that  by  the  time  .the  children 
finish  the  elementary  school  they  have  had  practice  in  thinking 
for  themselves  and  in  using  most  of  the  usual  forms  of  dis- 
course, including  even  formal  debating  to  express  their  own 
ideas. 

Oral  work  in  the  form  of  class  discussions  or  conversation 
lessons  always  precedes  written  work  on  a  given  topic  and 
gives  occasion  for  clearing  up  and  organizing  the  pupil's  ideas, 
for  incidental  correcting  of  grammar,  pronunciation,  enuncia- 
tion, manner,  etc.,  for  suggestions  as  to  other  means  of  gain- 
ing effectiveness  in  both  oral  and  written  work,  and  for 
definitely  planning  what  will  be  written.  Such  work  often 
results  in  a  definite  outline  being  made  for  the  pupil's  guid- 
ance in  writing.  The  written  work  includes  letters,  diaries, 
notes,  records  of  many  sorts,  brief  stories,  newspaper  items, 
and  other  forms  of  everyday,  useful  writing.  The  subjects  are 
drawn  from  the  children's  own  experiences,  from  other  school 
studies,  from  current  news,  and  are  designed  to  call  into  play 
and  develop  all  sorts  of  vital  interests.  The  composition  work 
is  intended  to  compel  definiteness  in  knowledge  and  treatment 
of  details,  close  organization  of  materials,  the  avoidance  of 
digression,  clearness  and  naturalness  in  expression,  and  the 
application  of  other  principles  of  effectiveness. 

Free  expression  is  encouraged  in  the  early  grades,  with  only 
incidental  correction  of  the  most  noticeable  errors.  Con- 
sciousness of  the  need  of  improvement  in  respect  to  correct- 
ness is  developed  gradually.  To  this  end,  a  progressive  series 
of  usage  drills  develops  throughout  the  grades.  The  exercises 
given  at  each  stage  are  based  on  actual  observation  of  the 
children's  needs  in  English  and  are  designed  to  form  habits 
of  correct  expression.  Gradually,  as  the  work  progresses  into 
the  upper  grades,  the  results  become  formulated  in  a  set  of 
grammatical  and  other  rules  to  be  put  in  practice  and  memo- 


English — language  work  217 

rized  for  future  guidance.  The  simpler  and  more  essential 
facts  of  English  grammar  are  acquired  incidentally  during  the 
last  two  or  three  years,  always  as  a  means  to  gaining  effect- 
iveness in  expression  through  language. 

Accurate  memorizing  is  required  in  all  grades  as  a  part  of 
the  language  work.  Frequent  oral  repetition  in  all  sorts  of 
connections  tends  to  work  the  words  and  idioms,  as  well  as 
the  thoughts,  used  by  the  masters,  into  the  ordinary  speech 
and  writing  of  the  learner,  and  the  memorized  passages 
furnish  a  sort  of  mold  in  which  his  thoughts  and  ideas  are 
cast. 

GRADE  I 

To  children  in  Grade  I  the  world  is  intensely  personal. 
Vivid  images  of  their  own  intimate  experiences  and  of  the 
imaginary  world  in  which  they  live  crowd  their  minds,  de- 
manding expression.  Language,  as  a  conscious  medium  of 
expression,  begins  to  receive  more  stress  than  in  the  Kinder- 
garten, but  at  the  same  time  the  effort  is  made  to  preserve  the 
spontaneity  and  naturalness  which  characterize  children  at 
this  age.  The  chief  means  used  are  conversations  growing  out 
of  their  interests,  and  dramatization  and  retelling  of  rhymes, 
poems,  and  stories. 

Term  A.  Oral  Langiuage — Conversations  connected  with 
central  topics  of  study,  such  as  home  and  special  days,  in  which 
children  are  encouraged  to  express  themselves  naturally  and 
freely.  Their  English  studied,  common  errors  noted  and 
corrected  incidentally  and  in  games  which  necessitate  the  use 
of  correct  forms;  particular  attention  given  to  the  idioms 
'Tt  is  I,"  *'It  is  she,"  etc.,  and  to  the  avoidance  of  double 
negatives.  Memorizing  and  repeating  simple  rhymes  and 
poems;  dramatization  of  Mother  Goose  rhymes  and  such 
short  fables  as  '*The  Fox  and  the  Grapes" ;  retelling  of  very 
familiar  stories  as  children  gain  in  power  of  connected  narra- 
tion. 

Phonics — Elementary  sounds  learned  through  slow  pro- 
nunciation; sounds  and  forms  of  letters  learned  in  close 
association ;  building  of  new  words  from  familiar  elements ; 
analysis  of  simple  phonetic  words  met  with  in  reading. 

Term  B.  Oral  Language — Same  general  type  of  work  as 
in  Term  A ;  stories  slightly  more  complex  for  retelling  and 


218  Formulation  by  Subjects 

dramatization;  more  difficult  poems,  such  as  ''My  Shadow," 
by  Stevenson;  inventing  and  telling  stories  suggested  by  pic- 
tures; description  of  familiar  objects  through  the  game  of 
"Riddles." 

Written  Language — Sentences  retelhng  a  simple  story  or 
relating  the  children's  own  experiences  and  observations  given 
by  children,  written  on  board  by  teacher,  and  read  by  children, 
and  sometimes  copied.  Use  of  capitals  at  beginning  of 
sentences  and  of  lines  of  poetry  and  in  proper  names,  and  use 
of  period  and  interrogation  point  taught  incidentally,  as  in 
Term  A,  in  connection  with  blackboard  work ;  quotation 
marks  noted  in  reading  as  ''talking  marks." 

Phonics  and  Spelling — Word  building  and  word  analysis 
kept  up ;  more  direct  application  to  determining  new  words  in 
reading.  Oral  and  written  spelling  of  easy  words  from  read- 
ing lesson  during  latter  half  of  the  term. 

GRADE  II 

As  this  is  the  age  when  motor  expression,  play,  imagina- 
tion, and  imitation  are  dominant  characteristics,  the  children, 
in  Grade  II  are  given  frequent  exercises  in  language  games, 
dramatization,  oral  and  written  reproduction,  impersonations, 
and  oral  and  written  work  in  story  telling. 

The  aim  is  to  develop  freedom  and  power  of  expression. 
The  children  are  encouraged  to  express  themselves  freely  and 
in  well-chosen  words.  Many  words  are  added  to  their 
vocabulary  through  story  telling,  dramatization,  spelling,, 
reproduction,  and  description. 

Term  A.  Oral  Language — Work  of  preceding  grade  con- 
tinued ;  the  central  ideas  of  the  grade,  as  noted  in  the  outline, 
lending  variety  in  topics  used.  Relating  experiences  and 
observations;  retelling  stories;  impersonations;  inventing 
and  telling  stories  based  upon  imaginative  situations  in  present 
and  primitive  life  conditions.  Memorizing  poems.  Games 
furnishing  drill  in  correct  usage,  e.  g.,  "I  haven't  any"; 
"There  isn't  any"  ;   "John  and  I." 

Phonics  and  Word  Study — Continuation  of  analysis  of 
words  into  their  elementary  sounds  as  a  means  of  independent 
word  getting,  and  to  secure  distinctness  in  enunciation.  The 
formal  work  from  The  Phonic  Drill  Book,  coordinated  with, 
needs  growing  out  of  the  reading  lessons. 


English — language  work  219 

Written  Lang\uage — Sentences  copied ;  records  made ; 
messages  for  Christmas,  invitations,  and  simple  social  letters 
composed  by  class  and  copied  from  blackboard.  Punctuation 
as  in  preceding  grade  extended  to  •  include  period  after 
abbreviations. 

Spelling — Oral  and  written  spelling  of  words  in  connection 
with. written  language;  group  lists  made  for  study,  reference, 
and  review.     Word  building  for  seat  work. 

Term  B.  Oral  Language — A  continuation  of  same  type 
of  work  as  that  given  in  Term  A,  but  with  more  difficult 
material  for  subject  matter.  The  stories  for  reproduction  are 
more  complex,  and  in  all  of  the  work  more  attention  is  paid 
to  details.  More  independent  work  done,  e.  g.,  original 
letters,  relating  experiences  in  school ;  original  stories  sug- 
gested by  other  stories  and  by  pictures. 

Phonics  and  Word  Study — Continuation  of  work  outlined 
for  Term  A,  with  more  stress  laid  upon  independent  word 
getting,  and  the  use  of  more  difficult  phonograms. 

Written  Language — Records  made ;  valentine  messages 
and  Easter  greetings;  simple  social  letters;  one-paragraph 
stories  based  upon  experience. 

Spelling — The  same  as  in  Term  A,  with  more  difficult 
words  and  longer  lessons.  Text-book:  Wohlfarth  and 
Rogers's  The  Nezv  World  Speller,  for  Grades  I  and  II. 

GRADE  III 

The  work  in  language  for  this  grade  is  accomplished  largely 
through  the  capacities  for  imitation,  imagination,  and  rote 
memory.  Opportunities  are  given  for  the  expression  of  ideas 
gained  through  literature,  and  for  relating  experiences  in 
home  life,  in  nature  and  outdoor  life,  for  the  purpose  of  de- 
veloping a  freedom  and  naturalness  in  expression,  and  an 
increased  vocabulary.  Correct  expression  is  learned  largely 
through  imitation  of  the  teacher's  English,  through  inci- 
dental correction  of  children's  errors  in  all  classes,  and 
through  language  games  for  drill  in  correct  usage. 

Term  A.  Oral  Language — Conversation  lessons  based  on 
children's  observations  and  experiences.  Though  the  subject 
matter  is  presented  by  the  teacher  it  is  a  conversation  with  the 


220  Formulation  by  Subjects 

children,  not  to  them.  She  guides  each  child  in  contributing 
his  bit  of  experience  so  as  to  make  the  thought  clear  and 
coherent.  In  this  term  the  oral  composition  is  largely  a  class 
product,  and  furnishes  a  basis  for  the  written  class  story. 
Children  are  taught  to  speak  in  complete  sentences.  Topics 
for  conversation  lessons :  daily  happenings  at  home,  at  school, 
in  the  town  or  community ;  garden  and  farm  work ;  hand 
work — ^the  product  and  process  of  work;  pictures  and  objects; 
games;  nature  study. 

Poems  and  Stories — Good,  simple  child  poems  are  dis- 
cussed, and  at  least  one  such  poem  is  memorized  each  month. 
Memory  gems  and  short,  choice  sayings  are  memorized  each 
week.  Stories  told  or  read  by  the  teacher  are  reproduced  by 
the  children  in  answer  to  questions,  in  parts,  and  in  wholes, 
especial  attention  being  paid  to  orderly,  straightforward  ex- 
pression. Stories  and  poems  are  dramatized,  children  being 
allowed  their  own  vivid  interpretation. 

Usage  Lessons — Special  drill  through  language  games, 
preferably  at  the  close  of  a  reading  lesson  or  language  period 
instead  of  some  set  period,  is  given  for  the  correction  of 
errors  common  to  grade.  The  following  are  typical  errors : 
Careless  or  ignorant  pronunciation  of  the  common,  everyday 
words  tOj  towards,  can,  catch,  get,  for,  from,  forward,  zvhat, 
where,  there,  was,  of,  often,  such,  just,  no,  yes,  seven,  eleven, 
and  many  others ;  the  use  of  it  is,  ifs,  and  they  are  for  there 
is  and  there  are;  erroneous  contractions,  ain't  hain't  'tain't, 
and  warn't;  I  ain't  got  no  for  /  haven't  any;  the  misuse  of 
the  pronouns  I,  me,  he,  him,  she,  her,  zve,  us,  who,  and  whom; 
and  past  tense  of  troublesome  verbs  see,  sit,  ring,  run,  sing, 
come,  go,  know,  lie,  lay,  etc. 

Written  Language — In  all  written  language  there  should  be 
careful  planning,  and  oral  development  should,  as  a  rule,  pre- 
cede written  work.  Occasional  copying  of  short  stories, 
poems,  and  memory  gems  may  be  given  as  aids  in  fixing 
forms.  The  topics  developed  in  oral  language  should  be  used 
for  written  work.  Exercises  may  be  given  in  simple  sentence 
building,  class  story  composition,  dictation,  and  very  simple 
independent,  individual  composition.  The  sentence  is  the  unit 
of  thought,  and  especial  attention  is  given  to  arrangement  of 
ideas,  construction  of  sentences,  and  choice  of  words  and 
phrases.  In  the  development  of  the  class  story  the  following 
steps  are  used :    ( 1 )   The  story  is  developed  orally,  all  children 


English — language  work  221 

contributing  sentences;  (2)  The  best  of  these  sentences  may 
be  written  upon  the  board  by  the  teacher  and  copied  by 
children  in  part,  or  whole,  or  children  may  write  their  own 
sentences  after  having  had  the  benefit  of  the  oral  discussion. 
The  latter  method  should  be  used  as  often  as  possible,  for  it 
increases  the  child's  independence,  and  stimulates  him  to 
think  for  himself.  To  make  these  stories  a  success  the 
teacher  should  know  how  to  question  the  children,  and  should 
guide  them  in  the  spelling  of  all  difficult  words  and  the  use  of 
correct  forms.  The  independent  written  composition  should 
be  short,  mainly  groups  of  connected  sentences  upon  one 
definite  topic.  Writing  of  friendly  letters  is  the  chief  means 
for  this  expression.  Dictation  is  given  for  drill  in  the  simple 
mechanics  of  written  work. 

Technical  Work — Review  all  forms  learned  in  Grades  I 
and  II.  Teach  use  of  capitals  in  first  line  of  poetry,  in  titles, 
and  in  direct  quotations.  Punctuation:  Teach  the  apostrophe 
in  the  possessive  singular ;  period  in  abbreviations ;  comma  to 
separate  series  of  words,  to  set  off  words  of  address,  to  pre- 
cede or  follow  a  quotation,  to  follow  "yes"  or  ''no" ;  hyphen  at 
end  of  lines  where  a  word  is  left  unfinished  and  only  at  end 
of  syllables ;  use  of  quotation  marks  in  unbroken  quotation. 
Contractions:  I'll,  you'll,  isn't,  don't,  hasn't,  haven't.  Abbre- 
viations: Names  of  months,  days  of  week,  and  arithmetical 
abbreviations  used  in  grade.  Address:  Child's  own  address, 
with  correct  punctuation;  address  of  letters.  Points  of  form: 
Emphasize  use  of  margin,  indentation,  proper  way  to  write 
title,  formation  of  letters,  spacing,  and  punctuation  through 
discussion  and  strict  observance,  until  they  become  automatic. 

Spelling — Text-book:  Wohlfarth  and  Rogers's  New  World 
Speller  for  Grades  Three  to  Five.  In  addition  to  work  in 
text,  children  keep  a  list  of  all  new  and  difficult  words  discov- 
ered in  connection  with  other  studies.  These  lists  are  kept 
upon  the  board,  and  pronounced,  spelled,  and  used  until 
familiar.  Special  attention  is  given  to  children's  individual 
mistakes  in  spelling  as  found  in  all  written  work  in  all  classes. 
Children  keep  lists  of  these  words  and  drill  upon  them  until 
mastered.  Four  types  of  spelling  are  taught;  sound,  sight, 
oral,  and  written.  In  connection  with  oral  spelling  much  drill 
is  given  in  syllabication  of  words. 

Term  B.  Oral  Language — A  continuation  of  first  term's 
work,   but  the  oral   work   for  the  term  should  increase  the 


222  Formulation  by  Subjects 

pupil's  power  and  ease  in  conversing  about  a  subject  simply 
outlined;  to  retell  stories  showing  a  reasonable  grasp  of  the 
thought  and  some  use  of  appropriate  language ;  to  describe 
in  a  simple,  intelligent  manner,  incidents,  ganies,  and  experi- 
ences,  and  to  recite  naturally  the  poems  learned. 

Written  Language — General  plan  of  work  is  the  same  as 
that  of  the  first  term,  but  children  have  an  increased  power 
and  ability  for  independent  composition,  and  no  exact  copy- 
ing of  class  stories  from  board  is  allowed.  Much  practice  is 
given  in  dictation  exercises,  children  being  held  responsible 
for  technical  work  taught  during  the  year. 

Spelling — Continuation  of  first  term's  work,  adding  the 
study  of  easy  homonyms,  as  one,  won;  hear,  here;  blew, 
blue ;  right,  write  ;  sew,  sow  ;  no,  know  ;  cent,  sent ;  see,  sea  ; 
new,  knews   our,  hour;   hole,  whole,  etc. 

At  the  close  of  the  work  in  this  grade  children  should  be 
able  to  write  brief  letters  and  simple  class  stories  correctly ; 
should  be  able  to  recite  at  least  three  complete  poems,  and 
retell  simple  stories  intelligently. 

GRADE  IV 

In  Grade  IV  the  broadening  interests  of  the  children  de- 
mand much  richer  vocabulary  and  fuller  command  of 
language  in  both  the  content  and  the  expression  phases  of 
history,  geography,  literature,  and  elementary  science.  Tech- 
nical usages  taught  in  Grade  III,  and  other  preceding  grades 
need  to  be  frequently  reviewed  and  practiced  in  Grade  IV 
and  in  the  following  grades. 

Term  A.  Oral  Language — Conversation  lessons  con- 
tinued; particular  attention  to  clearness  and  definiteness  of 
statements  made  in  all  recitations.  Distinction  between  topic, 
statement,  and  question.  (This  is  a  language  phase  of 
geography  and  history  particularly.)  Word  study  for  clear- 
ness, correctness,  variety,  and  interest.  Special  drills  in  usage 
to  correct  common  errors.     Use  of  table  of  contents. 

Written  Language — Copying  and  dictation  continued. 
Drill  in  capitalization  and  punctuation  continued  and  extended 
to  cover  forms  which  recur  frequently  in  the  readers  for  the 
grade.  Simple  original  work  of  one  or  more  paragraphs 
based    upon    outlines    made    by    class ;     topics    chosen    from 


English — language  work  223 

personal  experiences ;    easy,  short  descriptions.     Letter  writ- 
ing, invitations,  and  friendly  letters  on  some  chosen  topic. 

Term  B.  Oral  Language — Troublesome  verb  forms, 
negatives,  formation  of  irregular  plurals.  Oral  expression  of 
information  gained  in  reading  and  study.  Easy  analysis  of 
sentences ;  incidental  grammar  as  needed  in  understanding 
of  correct  language  forms.  Poems  memorized.  Figurative 
language  begun.     Use. of  indexes. 

Written  Language — Dictation  of  assignments  and  of 
directions  for  playing  games,  also  notebook  material  late  in 
the  term,  always  following  practice  in  copying  similar  work 
from  the  blackboard  and  book  until  the  form  has  become 
familiar  to  the  class.  Accepted  abbreviations  allowed. 
Original  work  of  one  or  more  paragraphs  based  upon  outlines 
made  by  individual  children.  Correspondence  with  children 
in  other  schools.     Original  rhymes. 

Spelling — Lists  of  words  in  daily  use;  lessons  in  text; 
word,  phrase,  and  sentence  drill  in  written  spelling.  Oral  and 
visual  drill  in  presentation  of  words  for  study.  Apostrophe 
noted  and  used  in  contractions  and  possessives.  Lists  of  words 
studied  for  pronunciation ;  practice  in  syllabication.  Use  of 
dictionary^  begun  in  this  work.  Text:  Wohlfarth  and 
Rogers's  New  World  Speller  for  Grades  Three  to  Five. 

GRADE  V 

Oral  and  written  language  work,  including  the  mechanical 
processes,  is  adapted  to  the  widening  interests  and  richer 
experience  of  children  of  this  age. 

Term  A.  Oral  Language — Unceasing  attention  to  usage, 
with  definite  periods  provided  for  such  practice;  careful 
application  of  all  correct  language  forms  taught  in  the  lower 
grades;  faithful  incidental  correction  of  common  errors  in  all 
subjects ;  well-worded  answers  to  questions  in  all  classes ; 
particular  attention  to  idiomatic  forms  of  expression,  such  as 
introductory  there  is  and  there  are,  a  good  many,  a  great 
many,  a  good  deal,  a  great  deal;  use  of  a  and  an;  daily  heed 
to  pronunciation,  conversation  lessons,  both  in  language  and. 
in  other  classes,  on  personal  experiences  and  school  and 
community  happenings ;  special  and  legal  holidays,  and  local 
excursions ;  pictures,  poems,  and  stories ;  simple  topical  recita- 


224  Formulation  by  Subjects 

tions  and  reports  based  on  observation;  simple  description  of 
familiar  places,  persons,  and  things;  the  memorizing  of  short 
passages  and  poems — at  least  one  good  short  poem  should  be 
memorized  each  month ;  the  dramatization  of  favorite  stories 
and  poems.  The  memorizing  and  dramatization  are  fre- 
quently done  in  connection  with  the  reading  and  literature. 

Written  Language — Dictation  in  connection  with  other 
forms  of  language  work  for  more  advanced  practice  in  the 
technicalities  of  writing,  as  needed ;  review  of  the  rules  for 
the  use  of  capitals  and  periods,  and  the  development,  from 
numerous  examples  and  much  observation,  of  the  chief  uses  of 
commas,  apostrophes,  and  quotation  marks ;  the  formation 
of  plurals  and  possessives,  and  daily  attention  to  the  writing 
of  possessives  for  the  sake  of  correcting,  as  early  as  possible, 
its  universal  misusage;  additional  contractions,  if  needed; 
additional  abbreviations  if  really  necessary,  but  with  emphasis 
upon  the  fact  that  many  abbreviations  are  not  approved  by 
the  best  wTiters  and  publishers ;  extension  of  original  compo- 
sition to  three  or  four  paragraphs,  according  to  the  ability  of 
the  grade,  and  upon  subjects  selected  with  regard  to  the 
knowledge  and  tastes  of  the  pupils ;  elementary  principles  of 
paragraphing ;  friendly  letters,  upon  one  definite  topic  at  first ; 
notes  of  thanks  and  good  wishes;  informal  invitations  and 
replies,  with  a  natural  motive  for  letter  writing  supplied  by 
having  letters  and  notes  written  to  real  people  for  a  real  pur- 
pose and  mailed  or  otherwise  delivered ;  the  correction  of 
fundamental  errors  in  written  exercises  in  other  classes,  with 
class  discussion,  which  may  be  greatly  aided  by  a  free  use  of 
the  blackboard  in  revision  and  correction ;  as  much  encourage- 
ment as  possible  tow^ard  self-criticism  and  the  kindly  cor- 
rection of  one  another's  faults.  . 

Word  Study — The  use  of  a  small  dictionary  now  really 
begun  with  reference  to  spelling,  pronunciation,  syllabication, 
and  also  for  meanings  when  it  is  impossible  to  arrive  at  them 
from  the  context;  some  care  in  choice  of  words  for  the  sake 
of  clearness,  accuracy,  variety,  and  interest. 

Spelling — Individual  booklets  of  word  lists  of  new  and 
difficult  words  from  other  lessons,  from  mistakes  in  papers 
and  tests  in  all  subjects,  from  words  commonly  mispro- 
nounced and  misspelled  ;^  drills  upon  vowel  and  consonant 
sounds ;   practice  upon  confusing  homonyms. 


English — language  work  225 

Incidental  Grammar — Not  taught  as  special  grammar  with 
technical  terms  and  definitions,  but  as  fundamental  language 
facts  needed  early  in  mastering  the  correct  forms  of  every- 
day usage.  Sentence  study,  kinds  as  to  meaning  and  parts — 
subject  and  predicate  and  simple  modifiers;  nouns,  proper  and 
common ;  troublesome  verbs,  with  the  number  and  tense 
forms  demanded  by  everyday  needs,  taught  by  observation, 
experiment,  and  practice,  not  by  theory  and  rule;  adjectives 
and  adverbs. 

Term  B.  Oral  Language — All  forms  of  work  in  usage 
oegun  in  Term  A  continued  and  extended ;  additional  topics 
for  conversational  lessons ;  the  study  of  stories,  poems,  and 
pictures  continued ;   dramatization  and  memorizing  continued. 

Written  Language — Punctuation  practice  continued  and 
enlarged,  according  to  need.  In  both  Term  A  and  Term  B,  all 
reviews  and  study  of  new  needs  in  punctuation  should  be  pre- 
ceded or  accompanied  by  careful  inspection  of  punctuation  as 
found  in  supplementary  reading  and  in  text-books.  Ele- 
mentary principles  of  paragraphing  continued;  the  develop- 
ment  of  simple  outlines  as  small  working  basis  for  either  oral 
or  written  expression  continued;  reproduction  and  imagina- 
tive work  as  needed ;  very  simple  attempts  at  verse  making, 
such  as  jingles  and  drolls,  rhymes  for  Christmas  and  birthday 
cards  and  valentines,  and  simple  verses  about  nature  and  the 
seasons ;  letter  writing  continued,  with  expansion  to  two  or 
three  topics. 

Word  Study — Continued  as  in  Term  A,  with  additional 
topics ;  differences  in  meaning  illustrated  by  passages  from  the 
pupils'  reading,  later  in  sentences  of  their  own  and  the 
teacher's  making;  simple  discrimination  in  the  choice  of 
synonyms ;  a  few  short  stories  about  the  history  of  familiar 
words,  for  interest  and  pleasure;  the  recognition  of  the 
simplest  figures  of  speech,  simile  and  personification,  not  as 
separate  lessons,  but  in  connection  with  the  reading  of  stories 
and  poems. 

Spelling — The  plans  of  Term  A  continued;  root  words  and 
simple  derivatives ;  grouping  words  by  association  and 
similarity;  the  marking  of  vowels;  the  review  of  the  rules 
for  dropping  or  retaining  final  e,  doubling  or  not  doubling  a 
final  consonant,  and  changing  or  retaining  final  y;  an  occa- 
sional spelling-match. 


15 


226  Formulation  by  Subjects 


Incidental  Grammar — The  work  of  Term  A  continued; 
simple  pronouns  distinguished,  with  practice  in  correct  use  of 
the  subject;  agreement  in  number  of  verb  with  subject; 
troublesome  verbs  continued;  simplest  view  of  conjunctions; 
combination  of  simple  statements  of  related  thought  into  good 
sentences;    the  placing  of  modifiers. 

GRADE  VI 

In  both  written  and  oral  language  the  pupil's  vivid  imagina- 
tion, his  dramatic  instinct,  his  desire  to  work  toward  definite 
ends,  and  his  willingness  to  keep  at  a  piece  of  work  for  some 
time  if  it  seems  to  him  worth  while,  are  all  considered.  Gram- 
mar is  never  taught  as  a  separate  subject,  but  always  as  a 
means  of  gaining  better  control  of  language  in  writing  and 
speaking;  definite  facts  in  grammar  are  presented  to  help 
solve  definite  language  problems.  Care  is  taken  not  to  require 
formal  definitions,  since  the  children's  ability  to  think 
abstractly  has  not  yet  developed  to  any  extent,  but  great  care 
is  taken  to  encourage  them  to  think  things  out  for  themselves, 
and  so  to  develop  the  power  to  reason,  which  is  beginning  to 
develop. 

For  illustrations  of  the  ways  in  which  definite  language 
gains  are  made  by  utilizing  the  rich  material  afforded  by  other 
subjects,  and  the  ways  in  which  grammar  is  made  practical, 
see  Language  under  the  various  Centers  of  Interest  of  the 
grade  (pp.  114-137). 

Term  A.  Oral  Language — Usage  drills  continued,  defi- 
nite periods  being  given  to  special  drill,  and  most  errors  in 
speaking  corrected  at  once  incidentally;  oral  composition  as 
in  Fifth  Grade,  with  additional  conversations  on  interesting 
topics  associated  with  history,  current  events,  the  seasons  and 
special  days,  geography,  literature,  elementary  science,  and 
works  of  art;  reproduction  of  matter  read  silently;  much 
attention  given  to  use  of  well-rounded,  complete  sentence,  and 
the  avoidance  of  too  frequent  use  of  and,  also  to  telling  a  long 
story  briefly;  the  need  of  enlarging  the  vocabulary  stressed, 
and  definite  steps  taken  to  that  end. 

Written  Language — Copying  and  dictation  continued; 
study  of  punctuation,  quotations,  and  commas,  especially; 
practice  in  sentence  and  paragraph  structure ;  use  of  syn- 
onyms, antonyms,  figurative  language,  and  enlargement  and 


English — language  work  .    227 

rearrangement  of  sentences  to  gain  variety,  beauty,  and 
smoothness;  reproduction  by  outlines  of  stories,  biographies; 
original  papers  of  not  more  than  four  paragraphs  on  topics 
selected  from  the  oral  work ;  simple  rhymes  requiring  some 
knowledge  of  meter  and  rhythm ;  business  and  friendly 
letters. 

Word  Study — Sources  of  the  English  language  noted  as 
part  of  our  heritage  in  connection  with  the  study  of  history 
of  Europe;   a  little  historical  word  study  for  interest. 

Spelling — Fifth  Grade  plan  continued,  with  thorough  re- 
view of  phonics ;  marking  of  vowels,  diphthongs,  and  conso- 
nants;  much  drill  in  the  use  of  the  dictionary;  careful  atten- 
tion to  pronunciation;  spelling  rules  reviewed  and  extended 
to  include  rule  for  i  before  and  after  e. 

Incidental  Grammar — Much  practice  in  informal  analysis 
of  simple  sentences  and  in  the  recognition  and  correct  use  of 
parts  of  speech,  as  an  aid  in  securing  better  sentence  structure 
and  in  correcting  language  mistakes  more  effectively.  Transi- 
tive, intransitive,  and  copulative  verbs,  and  the  simplest  use 
of  the  several  cases  taught  as  an  aid  in  correcting  oral  usage; 
continued  practice  in  correct  use  of  number  and  tense  forms. 

Term  B.     Oral  Language — Work  of  Term  A  continued. 

Written  Language — Copying  and  dictation  continued;  con- 
tinued study  of  punctuation,  with  special  attention  to  semi- 
colons and  colons,  and  much  observation  of  punctuation  in 
general  reading;  continued  drill  in  sentence  and  paragraph 
structure  for  variety,  effectiveness,  and  smoothness ;  the  use  of 
-ing-  phrases  and  subordinate  clauses  encouraged;  unity  in 
paragraphs,  and  connection  between  them,  and  also  the  use  of 
the  topical  sentence  stressed ;  narration,  description,  and  argu- 
mentation used  more  consciously,  but  not  formally  taught; 
written  descriptions  of  people  and  scenes ;  stories  and  biogra- 
phies by  outlines ;  debates  on  questions  that  arise  in  class 
work ;  further  practice  in  writing  in  meter  and  rhyme ;  letter 
writing. 

Word  Study — Historical  word  study  continued;  simile, 
metaphor,  and  personification  recognized. 

Spelling — Work  of  Term  A  continued;  spelling  rules  re- 
called and  applied  regularly ;  regular  drills  on  troublesome 
words  needed  in  any  subject;  much  use  of  the  dictionary;  an 
occasional  spelling-match. 


228     •  Formulation  by  Subjects 

Incidental  Grammar — Work  of  Term  A  continued :  -lyig- 
and  prepositional  phrases,  independent  and  dependent  clauses ; 
coordinating  and  subordinating  conjunctions,  prepositions, 
and  relative  pronouns;  the  kinds  of  nouns  and  adjectives; 
auxiliaries  most  needed. 

GRADE  VII 

Since  the  Seventh  Grade  is  the  last  year  in  the  elementary 
school,  the  language  work  of  this  year  must  be  planned  with 
reference  to  giving  the  pupils  a  sufficient  mastery  of  elemen- 
tary essentials  of  good  English  to  make  correct  language 
forms  permanent  and  usable  life-possessions.  The  language 
lessons  should  purpose  to  make  definite  contributions  to  life- 
efficiency  in  all  the  pupils  of  the  grade,  and  the  formal  gram- 
mar taught  must  be  a  means  rather  than  an  end  in  the  English 
work.  While  the  use  of  the  word,  the  phrase,  or  the  clause 
is  the  basis  for  decision  as  to  classification  in  grammatical 
terms,  still  a  knowledge  of  certain  grammatical  forms  or  facts 
may  be  made  veiy  serviceable  in  the  use  of  the  language, 
e.  g.,  errors  abound  in  the  use  of  personal  and  relative  pro- 
nouns, and  although  usage  drills  have  their  place,  nothing  can 
better  fix  the  case  forms  and  their  proper  use  upon  the  child 
than  a  vigorous  study  of  the  pronoun,  its  use,  and  the  case 
forms  it  takes  to  show  a  difference  in  meaning. 

Term  A.  Oral  Language — Usage  lessons,  selecting  the 
forms  to  be  studied  from  the  most  difficult  ones  of  the  lower 
grades,  with  such  additions  as  are  seen  to  be  necessary  from 
errors  observed  in  class  recitations,  or  reports,  and  informal 
conversation.  Work  of  previous  grades  in  oral  composition 
continued,  with  additional  conversations  on  noteworthy 
national  events,  matters  of  world-wide  interest,  distinguished 
people,  occupations  and  professions,  current  inventions  and 
discoveries,  significant  State  affairs;  recitations  by  topics — 
in  history,  geography,  science,  literature,  emphasizing  orderly 
arrangement  and  guarding  against  scrappy,  disjointed  re- 
ports ;  discussion  of  tw^o  or  three  very  simple  propositions  for 
debate ;  well-worded  definitions,  and  fitting  answers  to  ques- 
tions  in  all  classes;  memorizing  poems  and  short  prose 
passages ;    dramatization  of  stories  and  poems. 

Written  Language — Occasional  dictation,  sometimes  after 
previous  preparation,  sometimes  without  preparation,   to  be- 


English — language  work  229 

come  familiar  with  new  words,  to  confirm  proper  conversa- 
tional forms,  to  establish  right  practice  in  punctuation  and  in 
all  formalities  of  composition,  and  to  aid  in  spelling.  Sen- 
tence and  paragraph  practice — constructive  work  done  in  class 
to  overcome  faulty  sentence  structure  and  poorly  arranged 
paragraphs.  Letter  writing  emphasized,  including  all  neces- 
sary life-types,  with  especial  regard  to  life-efficiency — to  send 
children  out  of  the  elementary  school  with  the  mastery  of 
accepted  forms  and  practices  in  this  one  universal  type  of 
composition.  Writing  by  outline;  reproductions  and  reports 
on  matter  obtained  by  reading,  observation,  or  class  discus- 
sion. Original  compositions  of  four  or  five  paragraphs,  the 
principles  of  paragraphing  being  carefully  regarded,  accord- 
ing to  the  ability  of  the  class,  and  the  themes  being  restricted 
largely  to  narration  of  actual  events  or  description  of  actual 
things  touching  the  pupils'  own  lives.  Occasional  imaginative 
writing,  and  occasional  practice  in  argumentation  in  working 
up  class  debates.  The  pupils  should  be  carefully  led  to  faith- 
ful self-criticism  and  to  kindly  criticism  of  one  another. 

Word  Study — Larger  use  of  the  dictionary  to  meet  daily 
needs:  increasing  attention  to  the  choice  of  words  for  the 
sake  of  effective  expression,  accompanied  by  well-chosen 
selections  from  the  pupils'  literature  lessons  to  illustrate  the 
fine  choice  of  words ;  definite  attempts  to  extend  the  vocabu- 
lary, to  curb  absurd,  "gushing"  extravagances  of  speech,  and 
to  guard  against  objectionable  forms  of  slang;  simile,  per- 
sonification, and  metaphor  recognized  in  connection  with  lit- 
erature, not  as  special  lessons. 

Spelling — Individual  booklets  or  word  lists  of  the  necessary 
words  in  other  subjects  and  in  the  general  vocabulary ;  simple 
analysis  of  words  into  root,  prefix,  and  suffix;  simple  analysis 
of  sound  values  and  combinations;  all  spelling  rules  that  are 
definite  enough  to  prove  really  helpful;  faithful  drill  upon 
words  commonly  mispronounced,  and  diacritical  marks  used 
as  a  key  to  pronunciation  of  new  words;  derivations  and 
historical  associations  of  words  noted  occasionally. 

Grammar — Analysis  of  simple  sentence  and  recognition  of 
parts  of  speech  used,  noting  especially  the  different  uses  of 
nouns.  Verbs  studied  as  transitive  or  intransitive,  the 
copula  and  copulatives  having  special  mention  as  incomplete 
verbs ;  auxiliaries  seen  as  voice  and  tense  instruments.  Nouns 
and  their  uses.     Personal  and  compound  personal  pronouns 


230  Formulation  by  Subjects 

studied  from  a  corrective  standpoint,  declension  of  same  being 
a  part  of  the  work.  Adjectives — limiting  and  descriptive 
words,  also  phrases,  that  modify  as  adjectives.  Adverbs — 
words  and  phrases  having  adverbial  use. 

Term  B.  Oral  Language — Continuation  and  enlargement 
of  all  previous  practice  in  usage,  with  the  purpose  of  estab- 
lishing the  pupils  as  firmly  as  possible  for  their  age  and  train- 
ing, in  acceptable  life-habits;  application,  wherever  possible, 
of  simple  grammatical  principles  to  common  errors  of  speech, 
especially  to  the  misusage  of  verbs,  pronouns  and  adjectives. 
Oral  composition  continued  as  in  Term  A,  also  memorizing 
and  dramatization. 

Written  Language — The  work  of  Term  A  continued,  with 
greater  encouragement  to  freedom,  fluency,  individuality,  and 
independence,  and  with  regard  to  simplicity,  clearness,  and 
unity  of  paragraphs.  Simple  verse  making — imitating  easy, 
prescribed  models,  original  verses  for  Christmas  and  birthday 
cards  and  valentines,  and  adapting  or  composing  school  songs. 
Letter  writing:  all  forms  of  letters,  which  may  now  be  some- 
what longer  and  more  varied  in  contents,  as  desired  or  needed. 
The  simple  study,  mainly  by  illustrations  from  reading  and 
literature,  of  the  principal  forms  of  prose  composition. 

Word  Study — Previous  plans  continued;  simple  study  of 
slang,  its  origin,  character,  and  classes,  its  influence  upon  the 
language  at  large  and  upon  the  vocabulary  of  the  individual; 
more  attention  to  the  interesting  histories  of  familiar,  every- 
day words  supplementing  the  work  in  reading,  literature,  and 
other  subjects. 

Spelling — Continued  upon  previous  plans,  employing  every 
reasonable  rule,  method,  or  device  that  may  serve  in  fixing 
correct  word  forms  for  life. 

Grammar — Classification  of  sentences  as  to  form — simple, 
compound,  complex.  This  will  include  a  study  of  relative 
pronouns  and  conjunctions,  also  a  consideration  of  dependent 
and  independent  clauses.  The  verbal  nouns  and-  adjectives  are 
studied  in  this  teiTn. 

LITERATURE 

The  study  of  literature  aims,  of  course,  to  develop  a  love 
for  good  books  and  the  power  to  enjoy  the  best  work  of  the 
masters.     Incidentally  the  work,  endeavors  also  to  awaken  an 


English — literature  231 

appreciation  of  beauty  and  fitness  in  language  in  its  many 
forms,  and  thus  to  increase  the  child's  command  of  language 
for  his  own  uses.  It  is  intended  also  to  contribute  pleasurably 
to  his  fund  of  information  and  to  his  knowledge  of  the  world. 
But  the  study  of  literature  seeks  chiefly,  through  awakening 
the  imagination,  to  reveal  to  him  the  beauty  and  meaning  of 
nature  and  of  human  life,  and  thereby  to  help  him  develop  an 
insight  into  higher  truth  and  to  elevate  his  ideals  of  living. 
The  true  teacher  aims,  through  literature,  to  do  in  a  modest 
way  for  the  child  much  the  same  service  that  the  great  writer 
does  for  the  world — to  increase  his  power  to  understand 
humanity  and  nature,  and,  in  the  highest  sense,  to  enjoy  life. 

Material  for  the  literature  work  of  the  early  grades  comes 
largely  from  folk  literature;  that  of  the  upper  grades  from 
the  literature  of  epochs  of  culture.  In  the  kindergarten  and 
the  primary  grades  the  children  are  told  fables,  folk  lore,  and 
fairy  tales,  and  to  these  are  added  modern  stories  for  chil- 
dren and  simple  poems  of  nature,  child  life,  and  other  things 
in  which  the  children  are  interested  naturally.  As  the  course 
progresses,  myths,  legends,  and  hero  tales  are  added,  with 
romances,  short  stories,  and  even  simple  specimens  of  the 
modern  novel  in  the  higher  grades.  The  poeti*y  in  the  more 
advanced  grades  includes  representative,  though  not  difficult, 
masterpieces  of  narrative,  dramatic,  and  lyric  poetry  from 
English  and  American  authors. 

The  method  of  teaching  literature  is  much  the  same 
throughout  the  grades,  though  it  develops  in  complexity  and 
difficulty  as  the  children  advance.  The  telling  of  stories  by  the 
teacher,  which  is  the  chief  method  of  imparting  fiction  in  the 
earlier  years,  develops  gradually,  as  the  children  overcome  the 
mechanical  difficulties  of  reading,  into  the  first-hand  study  of 
the  masterpiece  itself  in  the  upper  grades.  Visualizing  of 
descriptive  passages  in  both  prose  and  verse  for  clearness, 
dramatizing,  and  reproduction  for  appreciation  of  incident, 
situation,  and  character  are  methods  used  everywhere 
throughout  the  course.  In  memorizing  in  the  lower  grades  a 
poem  is  presented  first  orally  by  the  teacher  and  is  discussed  in 
detail,  with  emphasis  on  the  content.  In  general,  the  children 
have  heard  and  repeated  the  selection  to  be  memorized,  and 
understand  its  meaning,  before  they  see  it  in  print,  write  it 
down,  and  finish  committing  it  to  memory.  Afterwards, 
occasions  are  found  frequently  for  repeating  aloud  in  many 


232  Formulation  by  Subjects 

connections,  and  thus  putting  to  use,  what  has  been  memo- 
rized. In  the  upper  grades  the  attempt  is  made  to  give  the 
children  a  method  of  memorizing  independently  and  to  teach 
them  how  to  appreciate  and  enjoy  poetry  for  themselves. 
Whatever  the  method,  care  is  taken  always  to  make  the  study 
of  literature  pleasurable  rather  than  onerous,  and  to  interpret 
whatever  is  studied  into  terms  of  life  interest. 

The  lists  of  stories  and  poems  given  for  each  grade  are  in- 
tended to  be  typical  and  suggestive  rather  than  exhaustive  or 
complete,  even  for  the  work  of  these  grades.  These  lists  must 
be  supplemented  according  to  the  needs  of  the  pupils. 

The  literature  used  in  connection  with  the  center  of  inter- 
est, Story  Life  (see  pp.  29,  43,  59,  77,  92,  111,  134,  152),  is 
not  repeated  here. 

KINDERGARTEN 

The  beginnings  of  an  acquaintance  with  literature  are  made 
in  the  Kindergarten,  where  the  child's  instinctive  love  of 
stories  is  not  only  cultivated,  but  also  directed.  Little  chil- 
dren are  interested  in  stories  with  simple  plot,  much  repeti- 
tion, and  decided  action.  The  simplest  of  the  old  stories  of 
repetition,  a  few  folk  and  fairy  stories  are  told.  Mother 
Goose  Rhymes  and  several  short  poems  are  repeated  to  the 
children  because  they  appeal  to  the  innate  love  of  rhythm.  A 
beginning  of  appreciation  for  good  literature  and  the  culti- 
vation of  the  child's  imagination  are  the  ends  to  be  attained. 

Some  of  the  typical  stories  and  poems  are  given  below : 

Term  A.  Stories— ''How^  the  Home  Was  Built"  (79); 
''Mrs.  Tabby  Gray"  (79)  ;  'The  Roll  of  Bread,"  manuscript; 
"The  Crane  Express"  (49)  (71  b)  ;  "How  Patty  Gave 
Thanks"  (49)  ;  "A  German  Legend  of  the  Christmas  Tree" 
(67)  ;  "Santa  Claus  and  the  Mouse"  (49)  ;  "Piccola"  (80)  ; 
"The  Little  Gray  Pony"  (79). 

Poems — Mother  Goose  Rhymes  (87)  ;  verses  from  Chris- 
tine Rossetti  (59  b)  ;  "A  Happy  Thought"  (53)  ;  "The  Rock- 
a-bye  Lady"  (138). 

Term  B.  Stories — "The  Story  of  George  Washington" 
(80)  ;  "The  Legend  of  St.  Valentine"  (49)  ;  "The  Search  for 
a  Good  Child"  (79)  ;  "Fleet  Wing  and  Sweet  Voice"  (79)  ; 
"Why  the  Bear  Sleeps  in  Winter"  (82);  "Mrs.  Specklety 
Hen"  (83)  ;    "The  Sleeping  Beauty"  (70  b)  ;    "The  Sun  and 


English — literature  233 

the  Wind"   (81);    'The  Greedy  Cat"   (82);    "Amy  Stuart" 
(95). 

Poems— "The  Swing"  (53);  "A  Good  Play"  (53);  "The 
Gingham  Dog  and  the  CaHco  Cat"  (138). 

GRADE  I 

This  is  preeminently  the  age  of  fancy,  of  vivid  imagination. 
The  child  is  still  animistic,  and  loves  stories  in  which  animals 
are  endowed  with  human  traits.  Hence  fables,  folk  and  fairy 
tales,  Mother  Goose  rhymes,  and  simple  nature  stories  and 
poems  constitute  the  chief  sources  from  which  his  literature  is 
drawn.  These  not  only  give  joy  to  the  child,  but  also  enable 
him  to  enter  sympathetically  into  all  forms  of  life,  are  power- 
ful aids  in  establishing  ideals  of  conduct,  and  point  him  to 
books  as  the  source  of  interesting  stories. 

The  advance  over  the  Kindergarten  is  mainly  in  the  power 
of  appreciating,  retelling,  and  dramatizing  stories  of  slightly 
greater  complexity. 

Term  A.  Stories — "Dust  under  the  Rug"  (79)  ;  "The 
Ant  and  the  Grasshopper"  (73  c)  ;  "A  Good  Thanksgiving" 
(113,  November);  "The  Turkey's  Nest""  (83)  ;  "The  Dis- 
contented Pine  Tree"  (77  c,  61  c)  ;  "Gretchen"  (79)  ;  "Mrs. 
Santa  Claus"    (67);  "The  Birth  of  Christ"    (91   Luke). 

Poems  Memorised — "Only  One  Mother"  (113,  April,  50 
c)  ;  "The  Baby,"  George  Macdonald,  six  stanzas;  "Sleep, 
Baby,  Sleep"  (120,'  71  b)  ;  "September,"  H.  H.  Jackson,  two 
stanzas  (56);  "Golden  Rod,"  Lovejoy,  one  stanza  (S6) ; 
"October's  Party"  (56);  "Autumn  Leaves"  (56);  "Thanks- 
giving Poem,"  Emerson;  "While  Stars  of  Christmas  Shine," 
selected;  "He  Comes  in  the  Night"  (113,  December) ;  "Why 
Do  Bells  for  Christmas  Ring?"  Eugene  Field;  "The  North 
Wind  Doth  Blow,"  one  stanza  (86  b). 

Term  B.  Stories— "The  Wind  and  the  Sun"  (92  c,  60  b)  ; 
"Story  of  St.  Valentine,"  re-used  (113,  February)  ;  "Philip's 
Valentine"  (49)  ;  "The  Sleeping  Princess,"  re -used,  (60  d, 
61  d,  86  d);  "Raggylug"  (93);  "Peter  Rabbit,"  Beatrix 
Potter;  "Apple  Seed  John"  (49,  70  c) ;  "A  Daffodil  Story" 
(119  c);  "Legend  of  the  Dandelion"  (67);  "Out  of  the 
Nest"  (83);  "The  Wee  Nest,"  "A  Story  Garden,"  Maud 
Lindsay;   "How  the  Woodpecker  Got  His  Red  Head"  (92  c, 


234  Formulation  by  Subjects 

67);  "How  the  Robin  Got  His  Red  Breast"  (63,  67); 
"Little  Half  Chick"  (100,  89,  92  d) ;  "How  Buttercups 
Came"  (71  c)  ;    "Marjorie's  Garden"   (100). 

Poems  Memorized — "The  Wind,"  R.  L.  Stevenson  (53, 
7Z  c);  "The  Cow,"  R.  L.  Stevenson  (53);  "Little  Robin 
Red  Breast"  (89)  ;  "Dandelion,"  NelHe  M.  Garabrant,  one 
stanza  (56);  "Twinkle,  Twinkle,  Little  Star";  "The  Swing," 
R.  L.  Stevenson  (53,  60  b)  ;  "The  Rain,"  R.  L.  Stevenson 
(53);  "Waiting  to  Grow,"  selected;  "Boats  Sail  on  the 
Rivers,"  one  stanza  (56)  ;  "The  New  Moon"  (read  to 
children)  (56).  For  other  literature  besides  that  listed  above 
see  Story  Life  (p.  43). 

GRADE  n 

Imitation,  imagination,  curiosity,  and  rote  memory  are 
dominant  in  the  children  at  this  period.  These  tendencies  and 
capacities  help  to  accomplish  the  aims  mentioned  in  the 
general  introduction.  This  is  done  by  means  of  stories  and 
poems  read  by  the  teacher,  followed  by  class  discussion,  and 
sometimes  by  dramatization  and  memory  work. 

The  children  of  this  grade  have  increased  in  power  of 
appreciation  since  leaving  the  first  grade.  They  understand 
and  enjoy  stories  of  more  complex  organization.  Their  power 
to  interpret  stories  and  poems  has  increased  as  shown  in 
dramatization  and  memory  work. 

Term  A.  Selections  are  made  from  fairy  stories,  fables, 
poems,  nature  myths,  hero  stories,  and  Bible  stories. 

Fairy  Stories  and  Folk  Lore — "The  Kind  Old  Oak"  (49, 
60  c,  71  c)  ;  "The  Anxious  Leaf"  (50  c,  74  c)  ;  "Baby  Bud's 
Winter  Clothes"  (49);  "The  Fir  Tree";  "The  North  Wind 
at  Play"  (49) ;   "The  Silver  Cones"  (70  c). 

Nature  Stories  and  Other  Stories — ''Jack  Frost  and  His 
Work"  (49) ;  "How  Patty  Gave  Thanks"  (49)  ;  "Thanks- 
giving Stories"  (67) ;  "Teddy  and  Tommy"  {67)  ;  "The 
Doll's  Thanksgiving"  (71  c)  ;  "Winter"  (55);  "Christmas 
at  Hollywood" ;  "Mrs.  Santa  Claus" ;  "Dressing  the  Christmas 
Tree"  (74  c)  ;  "The  Christmas  Bells"  (70  c)  ;  "A  Little  Lad 
of  Long  Ago"  (67);    "Piccola"  (80),  re-used. 

Bible  Stories— ''Tht  Birth  of  Christ" ;  "The  Visit  of  the 
Shepherds" ;  "The  Manger  of  Bethlehem" ;  "The  Story  of 
the  Nativity." 


English — literature  235 

Poems — "Leaves  at  Play"  (51,  74  c)  ;  ''Autumn  Fires" 
(53,  70  c,  75  c)  :  ''Getting  Ready  for  Winter,"  Mary  Eller- 
ton ;  "The  Wind  and  the  Leaves"  (50  c)  ;  "The  Song  of  the 
Chickadee"  (57,  Jan.,  1913);  "We  Thank  Thee,"  Emerson; 
"For  the  Fruit  Upon  the  Tree,"  Dodge;  "Over  the  River  and 
Through  the  Wood"  (74  c)  ;  "The  Hallowe'en  Elf"  (70  c)  ; 
"The  Squirrel's  Arithmetic"  (56)  ;  "What  November  Brings" 
(53)  ;  "A  Visit  from  St.  Nicholas"  (116,  Dec.)  ;  "The  First 
Christmas"  (58)  ;  "The  Snowman"  (71  c)  ;  "The  Glad  New 
Year"  (70  c). 

Term  B.  Selections  are  made  from  fairy  stories,  fables, 
hero  stories,  nature  myths,  poems,  and  Bible  stories. 

Fairy  Stories,  Myths — "The  Twelve  Months"  (50  c,  71  c, 
74  d)  ;  "Ulysses  and  the  Bag  of  Winds"  (88  c)  ;  "The  Fisher^ 
man  and  His  Wife"  (71  c)  ;  "The  Flowers  and  the  Fairies" 
(70  c) ;   "The  Secret  of  Fire"  (63). 

Nature  Stories  and  Other  Stories — "The  Crane  Express" 
(49)  ;  "Five  Peas  in  a  Pod"  {77)  ;  "How  Buttercups  Came" 
(71  c)  ;  "A  Tiny  Ball  and  What  Came  of  It"  (1 16  c)  ;  "What 
Was  Her  Name?";  "The  Farmer  and  the  Birds"  (60  c) ; 
"Mary's  Meadow"  (60  c) ;  "The  Feast  of  Eggs"  (60  c)  ; 
"The  Story  of  a  Water  Drop"  (60  c)  ;  "The  Rabbit  and  the 
Easter  Eggs"  (70  c)  ;  "The  Flowers  and  the  Fairies"  (70  c)  ; 
"The  Play  House"  (116c). 

Selections  from  Robinson  Crusoe;  The  Tree  Dwellers, 
Dopp;  The  Early  Cave  Men,  Dopp;  The  Later  Cave  Men, 
Dopp;  "The  Story  of  Valentine" ;  'Stories  of  Washington's 
Bravery" ;   "The  Story  of  Moses,"  Bible. 

Poems — "What  the  Snowbirds  Said"  (56) ;  "A  Valentine" 
(70  c) ;  "March"  {72>  c)  ;  "Spring"  (58)  ;  "Spring  Heralded" 
(54  d);  "The  Lily";  "Who  Stole  the  Bird's  Nest?"  (56); 
"Talking  in  Their  Sleep"  (54  d)  ;  "Baby  Seed  Song"  (54  d)  ; 
"Making  a  House" ;  "Bird  Thoughts"  (70  c);  "Waiting  to 
Grow"  (56);  "The  Tree"  (58);  "Boats  Sail  on  the  River" 
(60  c)  ;   "What  Does  Little  Birdie  Say?"  (59  b). 

GRADE  in 

The  aims  of  the  literature  work  for  this  grade  are  (1)  to 
give  the  children  a  sympathetic  interpretation  of  life  as  studied 
in  the  centers  of  interest;    (2)  to  give  pleasure  and  enjoyment, 


236  Formulation  by  Subjects 

and  (3)  to  create  ideals  of  right  living.  Through  the  study 
of  the  subject  matter  listed  there  is  a  development  of  the 
special  capacities,  curiosity,  imagination,  imitation,  play,  and 
rote  memory. 

Stories  told  or  read  to  the  children  by  the  teacher,  as  well  as 
stories  read  by  the  children  themselves,  are  reproduced  orally 
in  part  or  whole,  dramatized,  used  in  written  language,  and 
told  or  read  for  simple  enjoyment.  Poems  are  read  or  recited 
to  children,  and  selected  ones  memorized  by  them.  Special 
day  observances,  Friday  afternoon  programs,  morning  exer- 
cises, and  entertaining  children  from  other  grades  give  motive 
for  excellence  in  preparation  of  stories  and  poems.  Under  the 
center  of  interest.  Story  Life  (p.  77),  will  be  found  many  of 
the  poems  and  stories  studied  in  this  grade.  Below,  arranged 
by  terms,  will.be  found  the  literature  studied  in  connection 
with  other  centers  of  interest. 

Term  A.  Myths — ''Ceres  and  Persephone"  (59  e,  109, 
110);  "Psyche"  (109,  110);  "Clytie"  (63);  ''Golden  Rod 
and  Aster"  (63) ;  "Why  the  Evergreens  Do  Not  Lose  Their 
Leaves"  (106). 

Fairy  Tales,  Folk  Lore,  and  Legends — "The  Fairy  Shoes" 
(71  d,  96) ;  "The  Brownies"  (71  d,  96) ;  "The  Brownie  and 
the  Cook"  (75  d,  92  e)  ;  "The  Brownie  of  Blednock"  (71  d)  ; 
"The  Shoemaker  and  the  Elves"  (67,  88  d)  ;  "The  Little 
Match  Seller"  (50  d,  61  d,  88  d). 

Bihlc  Stories— ''Rvi\h,  A  Story  of  Harvest  Time"  (103, 
104);    "The  Christmas  Story,  The  Wise  Men"  (115). 

Miscellaneous  Stories — "Seedlings  on  the  Wing"  (107); 
"The  Little  Brown  Seed"  (107)  ;  "The  Little  Maple  Leaves" 
(107)  ;  "Story  of  the  Seed  Down,"  Hawthorne  Readers,  Book 
III;  "Queen  Zixie  of  Ix"  (57,  November,  1904);  "The 
First  Thanksgiving"  (80). 

Poems — "Golden  Rod,"  Sherman  (51);  "How  the  Leaves 
Came  Down,"  Coolidge  (56)  ;  "Corn  Song,"  Whittier,  stanzas 
1-7  (56);  "Ghost  Fairies,"  Sherman  (51);  "Psalm  LXV, 
verses  11-13;  "A  Real  Santa  Claus,"  Sherman  (51,  50  d)  ; 
"A  Wonderful  Weaver,"  Geo.  Cooper  (56)  ;  "Snow  Flakes," 
Sherman  (51);    "The  Snow  Weaver,"  Sherman  (51). 

Term  B.  Mv^/t^— "Arachne"  (59  e,  109,  110);  "Nar- 
cissus" (61  d)  ;   "Ceres  and  Persephone"  (59  e,  109,  110). 


English — literature  237 

Fairy  Tales,  Fables,  Folk  Lore,  and  Legends — "Flax"  (67, 
71  e)  r^Shepherd  Boy  and  Wolf"  (61  d)  ;  "The  Corn  Story" 
(100  d)  ;  "Legends  of  Indian  Corn"  (61  d)  ;  "The  Farmer 
and  the  Hill  Man"  (88  d)  ;  "Story  of  St.  Valentine"  (67,  113, 
February);    "Herr  Oster  Hase"   (67,  113,  April). 

Bible  and  Hero  Stories — "Abraham,  The  Great  Chief" 
(103) ;  "David,  The  Shepherd  Boy  Who  Became  King"  (103, 
104);  "The  Resurrection  Story"  (115);  "Stories  of  Wash- 
ington" (75  d,  71  c,  113,  February,  114,  February)  ;  "Nahum 
Prince"  (92  d)  ;  "Stories  of  Lee  and  Jackson";  "Jack  in  the 
Pulpit,"  Smith  (61  d,  56)  ;  Psalm  XXIII;  "The  Beatitudes"; 
"Vacation  Song,"  Sherman  (51). 

Miscellaneous  Stories — "Polly  Flinder's  Apron"  (52  d)  ; 
"Song  of  Our  Syrian  Guest,"  Knight;  "The  Vapor  Family" 
(107);  "What  Broke  the  China  Pitcher"  (107);  "Big 
Brother's  Valentine"  (67);   "Fish  or  Frogs"  (107). 

Poems— "A  Day,"  Dickinson  (102  d)  ;  "A  Boy's  Song," 
Hogg  (56,  59  d)  :  "A  Laughing  Chorus"  (56) ;  "The  Night 
Wind,"  Field  (52  d)  ;  "The  Boy  and  the  Sheep,"  Taylor 
(61  d);  "Cradle  Song"  (52  c)  ;  "Great,  Wide,  Beautiful, 
Wonderful  World,"  Rands  (56,  100  d)  ;  "Marjorie's 
Almanac,"  Aldrich  (108,  56);  "The  Shadows,"  Sherman 
(51);  "Daisies,"  Sherman  (51,  61  d)  ;  "Prayer,"  Colridge 
(59d). 

GRADE  IV 

The  interest  of  the  children  in  real  personalities,  in  activities 
which  are  actually  possible,  if  not  literally  true;  the  dawning 
consciousness  of  subjective  experience,  and  sense  of  humor, 
are  considered  in  the  selection  of  the  literature  which  is  intro- 
duced for  reading  or  study  in  Grade  IV.  No  separate  period 
is  devoted  to  literature  as  a  subject,  but  it  forms  the  founda- 
tion, or  the  content  side,  of  the  reading  and  frequently  of 
language  lessons. 

One  period  per  week  is  spent  in  the  Juvenile  Library,  where 
the  children  are  allowed  to  choose  their  own  reading,  but  are 
given  suggestions  as  to  what  may  prove  "interesting"  by  the 
teacher  whenever  desired  Short  talks  on  selected  books  by 
the  teacher,  or  reports  by  children,  of  books  they  have  read, 
give  opportunity  for  indirectly  influencing  the  children's 
choice  of  reading. 


238  Formulation  by  Subjects 

The  bulk  of  the  hterature  for  this  grade  will  be  found  under 
the  center  of  interest,  Story  Life,  (p.  92).  Some  of  the  most 
important  literature  connected  with  other  centers  of  interest 
is  listed  here. 

Term  A.  Read  to  children,  or  hy  them,  in  the  Juvenile 
Library:  Abbie  Farwell  Brown's  In  the  Days  of  the  Giants, 
selections  from  Kingsley's  Greek  Heroes,  which  embody 
some  of  the  facts  to  which  geography  and  history  are  intro- 
ducing the  children  and  which  meet  the  child's  love  for  adven- 
ture and  sheer  courage.  Stevenson's  "Farewell  to  the  Farm" 
serves  as  an  introduction  to  a  review  of  poems  by  the  same 
author,  which  have  been  read  or  learned  in  previous  grades. 
Most  of  these  are  to  be  found  in  the  various  readers  and 
language  texts.  ''Autumn  Fires,"  'The  Moon,"  "Windy 
Nights,"  "Winter  Time,"  and  "Armies  in  the  Fire,"  are  read 
for  appreciation,  and  two  or  more  are  memorized.  Gould's 
"The  Frost"  (52  d)  ;  Coolidge's  "How  the  Leaves  Came 
Down"  (52  d)  ;  Cooper's  "A  Summer  Day"  (70  e)  ;  Phillips 
Brooks's  "Christmas  Everywhere"  (78  a),  and  "Little  Town 
of  Bethlehem"  (43)  memorized  in  Language  and  Music 
periods. 

Term  B.  Read  to  children:  Howard  Pyle's  Stories  of 
King  Arthur,  and  Robin  Hood.  Selections  from  Dallas  Lore 
Sharpe's  Spring  of  the  Year. 

Poems  read  to  class  and  repeated  for  pleasure  and  apprecia- 
tion :  Herman's  "The  Voice  of  Spring,"  Loveman's  "April 
Rain,"  Riley's  "The  Brook,"  Stevenson's  "Where  Go  the 
Boats?",  "The  Wind." 

Typical  Stories  and  Poems  Used  for  Language  Work 

Terms  A  and  B.  Kipling's  Just  So  Stories  (read  to  chil- 
dren) ;  selections  from  The  Kipling  Reader  read  by  children 
in  class ;  Carroll's  Alice  in  Wonderland,  selections  in  texts 
read  by  children,  story  as  a  whole  read  by  the  teacher ;  Greek 
Hero  Tales;  Kingsley's  "Theseus"  ;  Saxe's  "The  Blind  Men 
and  the  Elephant" :  Carroll's  "The  Walrus  and  the  Carpen- 
ter";  Father  Tabb's  "The  Tax  Gatherer,"  "The  Stranger." 

GRADE  V 

The  native  impulses  of  this  period  of  childhood  are  such  as 
make  the  children  in  Grade  V  particularly  susceptible  to  the 


English — literature  239 


formation  of  undesirable  tastes  and  habits  in  connection  with 
reading  and  recreation  generally.  Their  great  mental  activity, 
love  of  action,  and  the  group  spirit,  incline  them  to  almost 
anything  their  companions  like.  These  are  supplemented, 
however,  by  the  love  of  rhythm  and  rhyme  and  the  capacity 
for  appreciating  the  beautiful,  the  true,  and  good  in  human 
experience  which  make  it  possible  to  develop  a  taste  for  good 
literature  and  a  habit  of  reading  which  will  provide  enjoyment 
on  a  high  plane  and  serve  as  safeguards  against  the  forma- 
tion of  unwholesome  habits  of  recreation.  All  literary 
material  used  is  selected  with  special  reference  to  the  interests 
of  the  children.  Group  enjoyment  is  provided  for;  and  group 
standards  of  excellence- set  by  the  teacher's  reading  to  the 
children  books  which  they  appreciate,  but  which,  because  of 
mechanical  difficulties,  they  cannot  with  satisfaction  read 
alone.  Regular  periods  are  provided  for  individual  recreative 
reading  in  the  Juvenile  Library,  and  the  children  are  encour- 
aged to  take  the  library  books  home. 

Term  A.  Review  of  memorized  poems  of  previous 
grades.  Memorizing  of  three  or  more  new  poems  selected  by 
tlie  children.  Reading  to  the  children  by  the  teacher.  One 
period  a  week  in  the  Juvenile  Library. 

The  following  selections  are  studied  in  addition  to  those 
found  under  Story  Life:  Selections  from  Hawthorne's  Won- 
der Book  and  Tanglewood  Tales;  Longfellow's  ''Hiawatha" 
(Riverside  edition)  ;  Story  of  the  Chariot  Race,  Ben  Hiir; 
"An  Old  Gaelic  Cradle  Song":  Longfellow's  "Bell  of  Atri" ; 
Brief  Story  of  Nibelungen  Lied ;  Helen  Hunt  Jackson's  "Sep- 
tember" and  "October's  Bright  Blue  Weather";  Allingham's 
"Robin  Redbreast" ;  Sherman's  "The  Snow  Bird" ;  Rossetti's 
"Winter  Rain";  Wiggin's  "The  Birds'  Christmas  Carol"; 
Lane's  "Hilda's  Christmas":  Poulsson's  "While  Stars  of 
Christmas  Shine" :  Thaxter's  "Piccola"  ;  Moore's  "A  Visit 
from  St.  Nicholas",  "As  Joseph  Was  a-Walking" ;  Mulock's 
"A  Christmas  Carol";  Tate's  "While  Shepherds  Watched 
Their  Flocks  by  Night";  Herrick's  "Christmas  Carol"; 
Lowell's  "A  Christmas  Carol":  Brooks's  "O  Little  Town  of 
Bethlehem" :    Tennyson's  "New  Year's  Eve." 

Term  B.  Miller's  "Columbus";  Page's  "Two  Little 
Confederates" ;  Cunningham's  'W  Sea  Song" ;  Byron's 
"Ocean"  ;  Wordsworth's  "Lines  Written  in  March" :  Shelley's 


240  Formulation  by  Subjects 

''The  Cloud,"  "True  Love  Requited" ;  Lear's  "The  Owl  and 
the  Pussy  Cat." 

(  See  Story  Life,  p.  1 1 L ) 

The  poems  studied,  aside  from  those  listed  under  Special 
Days,  are  grouped  about  a  personality — Stevenson's  "Winter 
Time,"  "A  Visit  from  the  Sea,"  ''Armies  in  the  Fire,"  "The 
Gardener,"  "Autumn  Fires,"  "The  Unseen  Playmate," 
"Pirate  Story,"  "My  Kingdom,"  "The  Moon,"  '''Windy 
Nights,"  and  others  read  or  learned  in  previous  grades  are 
studied,  chosen  ones  memorized,  with  the  thought  of  Steven- 
son as  a  real  person  kept  in  mind.  Eugene  Field's  "The  Night 
Wind,"  "Japanese  Lullaby,"  "Armenian  Lullaby,"  likewise 
center  in  a  study  of  the  author. 

GRADE -VI 

Through  the  preceding  grades  the  children  have  been 
rapidly  adding  to  their  fund  of  information.  By  the  time  they 
reach  the  Sixth  Grade  their  interests  have  become  much 
broader  and  more  far-reaching,  and  their  ability  to  understand 
and  appreciate  what  they  read  has  considerably  and  rapidly 
increased.  Along  with  their  understanding  of  situations  and 
incidents,  their  aesthetic  appreciation  and  their  emotional 
natures  have  developed,  so  that  literature  rich  in  human  ex- 
perience and  feehng  can  be  made  to  appeal  to  them  very 
strongly.  They  can,  therefore,  be  led  to  enter  into  and  appre- 
ciate, often  to  a  surprising  degree,  selections  from  the  JDCst 
adult  literature,  which  would  seem  too  difficult  for  them. 

All  of  these  things  have  been  taken  into  consideration  in 
arranging  the  literature  course  for  the  grade.  Much  of  it  has 
been  selected  with  reference  to  the  many  new  interests  that  are 
awakened  or  stimulated  in  the  child  through  the  broad  course 
in  history  and  geography.  Both  through  the  selections  used 
and  through  the  method  of  handling  them  an  attempt  is  made 
to  develop  in  the  children,  at  the  impressionable  age,  a  perma- 
nent interest  in  and  love  for  the  best  literature.  Many 
especially  beautiful  passages  are  memorized  so  that  they  may 
become  permanent  possessions. 

It  is  impossible  in  this  grade  to  draw  the  line  sharply  be- 
tween literature  and  reading,  since  much  of  the  literature  is 
given  oral  expression  for  appreciation,  and  since,  as  far  as 
possible,  the  selections  for  oral  reading  are  from  the  best 
literature.  Some  selections  are,  therefore,  listed  under  both 
heads. 


English — literature  241 

The  course  by  terms  is  suggested  by  the  following : 

Term  A.  Longfellow's  "Courtship  of  Miles  Standish" ; 
Lowell's  ''Vision  of  Sir  Launfal" ;  Burns's  "Hallowe'en/* 
"Ye  Banks  and  Braes  o'  Bonnie  Doon,"  "A  Man's  a  Man  foi 
a'  That,"  "Scots  Wha  Hae  Wallace  Bled,"  and  others ;  Spen- 
ser's "Autumn":  Shelley's  "Cloud";  Scott's  "Harp  of  the 
North,"  descriptive  selections  from  "The  Lady  of  the  Lake," 
selections  descriptive  of  an  old  English  Christmas  from 
"Marmion,"  Canto  VI,  selections  on  patriotism  from  "The 
Lay  of  the  Last  Minstrel,"  Canto  VI;  Van  Dyke's  "The  First 
Christmas  Tree" ;  Kipling's  "Recessional,"  and  others. 
Selections  from  the  Bible. 

Term  B.  Selections  from  Alexander-Blake's  Graded 
Poetry,  Sixth  Year,  as  Montgomery's  "Arnold  Winkelried" ; 
"The  Watch  on  the  Rhine";  "The  Marseillaise";  Bryant's 
"March" ;  Shakespeare's  "Puck  and  the  Fairies" ;  Drake's 
"The  American  Flag,"  and  others ;  selections  from  Long- 
fellow's The  Children's  Hour  and  Other  Poems,  as  "To  the 
River  Charles,"  "Travels  by  the  Fireside,"  "From  My  Arm 
Chair,"  "Nuremberg,"  "Amalfi,"  "The  Builders,"  "The 
Ladder  of  St.  Augustine,"  and  others;  Father  Ryan's 
"Sword  of  Lee" ;  Tennyson's  "Charge  of  the  Light  Brigade," 
and  "Flower  in  the  Crannied  Wall" ;  Wordsworth's  "Daffo- 
dils" ;  "Laughing  Chorus" ;  Pippa's  Song  from  Browning's 
"Pippa  Passes" ;  Ruskin's  "King  of  the  Golden  River" ; 
Hawthorne's  "Great  Stone  Face,"  and  ballads  from  Lucy 
Fitch  Perkins's  Robin  Hood.     Selections  from  the  Bible. 

(See  Literature  under  Story  Life,  p.  134.) 

GRADE  VII 

With  the  experience  of  six  years'  work  upon  which  to  base 
our  study  of  literature,  we  find  the  seventh  grade  children 
possessing  a  fair  appreciation  of  some  of  the  feelings  that 
have  prompted  men  and  women  to  write,  but  they  are  quick  to 
form  opinions,  and  their  desire  to  pass  judgment  on  what  they 
have  read  may  lead  to  extravagant  expressions  of  dislike  for 
certain  masterpieces  of  literature.  These  facts  make  it  most 
necessary  that  the  teacher  not  only  be  filled  with  her  subject, 
but  that  she  be  tactful  in  the  handling  of  it  as  well. 

The  chief  aim  of  the  literature  course  for  this  grade  is  to 
make  the  child's  life  richer  and  fuller.     This  is  made  possible 


16 


242  Formulation  by  Subjects 

^^^^^^^^^—^^^-^       -^-^— — ^^^^-^^^^^^^^^».^— ^^^.^^— ^^^^— — ^^^— ^„.       ^^-^i— ^ 

by  developing  the  power  to  associate  everyday  things  and  Hfe 
principles  with  something  w^e  have  read  or  are  reading  from 
the  hand  of  a  master.  Much  stress  is  put  upon  memorizing 
literary  gems  bearing  on  life  situations  of  the  children. 

The  selections  used  are,  for  the  most  part,  American  pro- 
ductions of  the  Nineteenth  Century,  and  the  consideration  of 
them  is  a  great  factor  in  working  out  our  largest  center  of 
interest,  viz. :  "The  growth  of  our  nation  into  a  world 
power." 

Term  A.  The  following  selections  are  to  be  studied : 
Whittier's  'The  Huskers,"  "The  Corn  Song,"  and  "The 
Lumbermen" ;  Irving's  "The  Legend  of  Sleepy  Hollow"  ; 
Bryant's  "Autumn  Woods";  Dickens's  "Christmas  Carol"; 
Whittier's  "Snow  Bound." 

Selections  read  to  class:  Russell's  "Christmas  in  the 
Quarters" ;  Kipling's  "The  Explorer" ;  selections  from 
"Winning  of  the  West";  sorne  of  O.  Henry's  stories  from 
Heart  o'  the  West,  and  Voice  of  the  City;  Van  Dyke's  The 
Other  Wise  Man;  Frances  Hodgson  Burnett's  The  Land  of 
the  Blue  Flower. 

Term  B.  Selections  studied :  Longfellow's  "Evangeline"  ; 
Whittier's  "The  Barefoot  Boy" ;  Wordsworth's  "Daffodils," 
and  "Lines  Written  in  March";  Timrod's  "Spring";  Her- 
man's "The  Voice  of  the  Spring" ;  Shakespeare's  "Comedy 
of  Errors." 

Selections  read  to  class:  Van  Dyke's  "A  Handful  of 
Clay";  Mary  Raymond  Shipman  Andrews's  "A  Perfect 
Tribute";  Hale's  "A  Man  Without  a  Country";  James 
Lane  Allen's  "With  Flute  and  Violin,"  and  some  of  Riley's 
"Season  Poems." 


GEOGRAPHY 


The  aims  of  the  course  in  geography  are  to  enable  the  pupil 
to  know  and  appreciate  the  earth  as  the  home  of  man,  and  to 
develop  his  power  to  reason  in  connection  with  the  causes  and 
effects  of  natural  phenomena,  as  well  as  to  impart  informa- 
tion.    To  these  ends  the  course  endeavors : 

1.  To  give  him  a  concept  of  the  surface  of  the  earth  which 
will  correspond  to  the  reality. 

2.  To  give  him  an  elementary  knowledge  of  the  relations 
of  the  earth  to  the  sun  and  other  heavenly  bodies. 

3.  To  lead  him  to  a  fair  knowledge  of  the  plant,  animal, 
and  human  life  upon  the  earth. 

4.  To  teach  him  the  industries  of  man,  especially  in  con- 
nection with  their  dependence  upon  physical  structure  and 
climatic  conditions  of  the  different  regions  of  the  earth. 

5.  By  increasing  his  knowledge  of  his  environment  to 
broaden  his  sympathies. 

6.  To  teach  him  how  to  use  the  tools  of  geographical 
study,  as  maps,  books,  and  globes. 

The  work  covers  in  an  elementary  way  the  physical 
features,  climates,  products,  industries,  and  general  com- 
mercial relations  of  the  continents.  More  emphasis  is  placed 
upon  North  America  and  Europe  than  upon  other  continents, 
and  a  whole  year  is  given  to  a  detailed  study  of  Virginia  and 
the  United  States. 

A  graded  course  of  observational  work,  including  observa- 
tion of  weather,  sun,  moon,  and  stars,  is  taken  in  connection 
with  the  work  in  geography.  It  is  also  planned  to  make 
definite  progress  from  grade  to  grade  in  the  mastery  of  the 
science  features  of  geography,  and  to  make  this  mastery  as 
sure  as  possible  each  grade  reviews  the  science  features  taught 
in  the  preceding  grade. 

In  all  the  grades  much  use  is  made  of  pictures,  and  in  con- 
nection w^ith  the  study  of  surface  sand  or  pulp  maps  are  made 
by  the  pupils.  In  the  higher  grades  items  of  interest  in  the 
daily  news  from  all  parts  of  the  world  are  used  to  intensify 
the  interest  in  the  study  of  geography.  Correlation  of  geog- 
raphy with  other  subjects,  as  history,  arithmetic,  elementary 
science  is  carefully  kept  in  mind. 


244  Formulation  by  Subjects 

In  the  first  two  grades  the  connection  between  geography 
and  elementary  science  is  so  close  that  in  this  course  of  study 
they  are  printed  together.  (See  Elementary  Science,  pp.  198- 
200.) 

GRADE  III 

The  main  aims  of  the  work  of  this  grade  are  to  increase  the 
child's  appreciation  of  his  surroundings  and  to  supply  basal 
geography  notions  for  the  more  systematic  study  of  geogra- 
phy in  the  later  grades.  Curiosity,  the  collecting  instinct, 
imagination,  love  for  stories  and  motor  activity,  play  a  promi- 
nent part  in  the  realization  of  these  aims.  Much  of  the  work 
is  given  in  connection  with  elementary  science  and  industrial 
literature,  and  should  not  be  separated  from  them  in  presenta- 
tion. Special  effort  is  being  made  to  keep  the  work  from 
taking  a  formal  turn. 

Observational  Work — Daily :  Direction  and  velocity  of  the 
wind;  temperature  in  degrees  read  by  the  teacher  and  noted 
by  the  class.  Monthly :  Character  of  majority  of  the  winds ; 
number  of  sunshiny  days;  length  of  time  a  storm  or  fair 
weather  lasts ;  amount  of  monthly  rainfall.  Seasonal :  Sun 
changes  at  equinoxes  and  winter  solstices ;  length  of  noon 
shadow  and  height  of  sun;    length  of  day  and  night  records. 

Home  and  World  Geography. 

Term  A.  Onr  Homes — Meaning  of  home.  Kinds :  mod- 
ern and  primitive.  Stories  of  home  life  among  other  people. 
Location  of  the  homes  of  these  people  on  the  globe. 

Groups  of  Homes — Village,  town,  city.  Our  own  town. 
Sketch  of  simple  plan  upon  blackboard. 

The  World's  Supply  of  Our  Foods — Fruits  and  vegetables 
from  far-away  lands ;  relation  of  climate  to  their  growth ; 
imaginative  journeys  to  far-away  lands. 

Reference  Books — As  there  is  no  special  geography  text  for 
the  grade,  the  following  lists  of  books  will  be  found  helpful 
in  organization  of  subject  matter :  Chamberlain's  Hoic  We 
Are  Fed,  How  We  Are  Sheltered,  Hoznf  We  Are  Clothed; 
Kirby's  Aunt  Martha's  Corner  Cupboard;  Dodge's  Home 
Geography;  Tarr  and  McMurry's  Nezv  Geographies,  Book  I, 
Part  I ;   Frye's  Brooks  and  Brook  Basins. 


Geography  245 

Suggestive  Additional  Work  for  Especially  Strong  Pupils — 
Parallel  reading  from  Kirby's  Aunt  Martha's  Corner  Cup- 
board; Chamberlain's  How  We  Are  Fed. 

Term  B.  The  Surface  of  the  Land — Hills,  valleys,  plains, 
deserts,  cliffs,  mountains,  islands,  and  peninsulas.  Homes  of 
different  primitive  peoples,  as  pictured  in  stories,  made  upon 
the  sand  table.  Soil  study  in  connection  with  school  garden- 
ing and  study  of  primitive  farming. 

The  Water  on  the  Surface  of  the  Land — Brooks,  ponds, 
rivers,  and  springs.  Work  of  a  river.  Water  supply  on. the 
desert,  in  a  pioneer  home,  in  our  tov^ns  and  cities. 

Community  Industry — From  the  relation  of  the  home  and 
the  school  garden  to  the  market,  the  need  of  the  farmer  for 
his  produce,  and  the  need  of  the  town  people  for  farm 
products,  lead  the  children  into  a  general  study  of  the  farming 
sections  of  the  state  of  Virginia. 

Map  Making — Product  map  of  the  state  of  Virginia. 
Sketches  of  the  land  and  water  forms  observed.  Plans  for 
sand  table  representation  of  shepherd  encampment,  Cliff 
Dweller's  home,  and  Robinson  Crusoe's  Island.  (For  treat- 
ment of  study  of  these  primitive  people  see  Centers  of  Interest 
for  Grade  HI.) 

Reference  Books:   See  Term  A. 

Siiggcstive  Additional  W ork  for  Especially  Strong  Pupils — 
Parallel  reading  from  Chamberlain's  Hozv  We  Are  Clothed. 

Permanent  results  expected:  A  pupil  leaving  the  third 
grade  should  have  an  appreciative  knowledge  of  simple 
geographical  terms  used  in  the  course;  should  be  able  in  a 
general  way  to  use  the  globe,  the  map  of  the  hemispheres, 
and  the  map  of  the  United  States  for  the  location  of  places 
studied ;  should  know  the  cardinal  points  in  direction  and  the 
fact  that  the  winds  are  named  from  the  direction  from  which 
they  blow. 

GRADE  IV 

The  children,  through  their  reading  and  study  of  history, 
are  becoming  interested  in  affairs  and  people  beyond  their 
own  actual  environment,  hence  The  World  as  a  Whole  is  a 
center  of  interest  to  which  their  curiosity  leads  them  easily, 
and    in   which    they   find   many    new    interests   aUied   to   the 


246  Formulation  by  Subjects 

familiar  home  and  community  life.  They  get  their  first  intro- 
duction to  the  world  as  a  whole  through  a  rapid  study  of 
continents. 

Observational  Work — Observations  to  determine  relative 
temperatures,  winds,  hours  of  sunlight,  and  precipitation  at 
different  seasons.  Suggestive  outlines  in  text  give  help  in 
unification  and  regularity  in  making  and  recording  observa- 
tions. 

How  to  Study — Text-book  work  is  begun,  hence  special 
attention  must  be  given  to  teaching  the  children  how  to  get 
information,  verify  observations,  and  supplement  their  knowl- 
edge by  study  of  the  text.  The  use  of  index  and  table  of  con- 
tents is  taught.  Map  study  is  continued,  with  emphasis  at 
first  upon  the  location  of  places  in  which  the  class  is  inter- 
ested, and  ability  to  tell  cardinal  points  in  directions ;  later  the 
work  is  made  to  include  the  interpretation  of  slope  from  the 
location  of  mountains  and  rivers. 

Term  A.  Review  of  home  geography ;  field  work  in  con- 
nection with  the  first  study  of  the  text.  The  earth  as  a  unit; 
idea  of  pole  and  equator  developed.  Continents  and  oceans 
located  on  globe.  North  America :  Larger  physical  features 
and  industrial  conditions  as  influenced  by  physiography  and 
climate. 

Text-books:  Tarr  and  McMurry's  Geography,  First  Book. 
Supplementary :    Frye's  First  Steps  in  Geography. 

Suggestive  Additional  Work — Stories  of  home  and  child 
life  in  other  lands  as  found  in  the  Juvenile  Library;  National 
Geographic  Magazine  largely  for  its  beautiful  illustrations. 

Term  B.  Continental  study  continued.  South  America, 
Europe,  Asia,  Africa,  Australia.  The  aim  in  the  study  of  the 
continents  is  to  give  the  children  such  a  general  impression 
of  home  and  industrial  conditions  as  one  would  get  from  a 
journey  across  the  continents.  The  routes  of  trade  with 
distances  in  terms  of  day's  travel  are  noted. 

Text-books:  See  Term  A. 

Suggestive  Additional  Work — jSee  Term  A. 

Permanent  results  expected :  Fourth  grade  children  should 
be  able  to  interpret  a  map,  announcements  of  tourist  routes, 
steamship  routes  and  sailing  schedule,  railroad  time  tables 
and  maps,  in  simplest  forms.  This  reviews  and  summarizes 
the  year's  work. 


Geography  247 


GRADE  V 

In  this  grade  the  child's  natural  interest  in  people  he  knows 
and  things  pertaining  to  them  makes  him  want  to  know  about 
the  places  he  hears  them  talk  about,  whether  in  connection 
with  their  ow^n  experience  or  news  interests  of  the  day.  He  is 
also  beginning  to  read  for  himself  and  to  want  to  know  about 
the  places  he  reads  about.  These  desires,  combined  with 
native  inquisitiveness  and  ability  to  reason  concretely,  make 
him  capable  of  an  appreciative  study  of  his  home,  state,  and 
country.  As  the  work  progresses  from  day  to  day  interest  is 
enhanced  by  the  knowledge  of  North  America  gained  in  the 
world  view  of  the  fourth  grade. 

Realness  in  the  work  is  made  possible  by  the  child's  natu- 
rally representative  imagination,  which  grows  in  vividness 
and  accuracy,  as,  with  the  helps  of  maps,  pictures,  and  de- 
scriptions, he  is  led  to  image  the  things  he  studies  about. 
Attempt  is  made  to  have  him  see  the  reasons  for  specific,  cli- 
matic, and  industrial  conditions,  and  emphasis  is  placed  upon 
testing  the  results  of  reasoning  by  appeal  to  facts.  Increasing 
power  to  gather  information  from  books  enables  him  to 
supplement  the  advanced  text  with  material  gathered  from 
geographical  readers,  and  makes  possible  some  practice  in 
selecting  and  organizing  material  for  purposes  which  appeal 
to  him. 

Observational  Work — Daily  for  one  month  out  of  each 
season :  Direction  and  velocity  of  winds,  temperature,  precipi- 
tation, time  of  sunset,  angle  of  sun  at  mid-day.  Determina- 
tion at  end  of  month  of  direction  of  prevailing  wind,  average 
temperature,  amount  of  precipitation,  difference  in  the  sunset 
hour  at  the  beginning  and  end  of  month ;  also  of  the  angle 
of  the  sun.     Reading  of  United  States  w^eather  maps  begun. 

Geographical  Science — Position  of  the  globe  to  illustrate 
the  seasons;  amount  of  inclination  of  the  earth's  axis  and  the 
boundaries  of  the  zones  as  determined  thereby;  the  sun's 
rays  as  practically  parallel  with  direct  rays  pointing  to  the 
center  of  the  earth ;  why  the  sun  is  never  directly  overhead  in 
Farmville;  the  torrid  zone  as  the  part  of  the  earth  receiving 
the  sun's  direct  rays;  meaning  of  latitude  and  its  effect  upon 
climate.  Simple  explanation  of  the  causes  of  wind  and  rain- 
fall. 


248  Formulation  by  Subjects 

How  to  Study — Ability  to  use  the  advanced  text  and  geo- 
graphical reader,  including  power  to  get  the  thought  from  the 
printed  page,  some  practice  in  selecting  material  for  specific 
purposes,  the  use  of  reference  tables,  and  the  interpretation  of 
maps  as  to  directions,  surface,  and  drainage,  latitude,  zones, 
and  political  divisions.  Ability  to  illustrate  with  the  globe  the 
relative  positions  of  the  earth  and  sun  at  the  equinoxes  and 
solstices.  Individual  sand  modeling  and  coloring  of  outline 
maps  to  show  industrial  regions. 

Term  A.  North  America:  Review  of  important  indus- 
trial and  scenic  regions  with  representative  centers,  special 
emphasis  being  placed  upon  those  of  Virginia  and  the  United 
States. 

Text-hooks:  Frye's  Higher  Geography,  and  Carpenter's 
North  America. 

Suggestive  Additional  Material — Parallel  reading  from 
other  geography  texts  and  from  bulletins  of  the  State  Depart- 
ment of  Agriculture.  The  making  of  sliced  map  games  to 
impress  location  of  states  or  regions. 

Term  B.     Detailed  study  of  the  United  States  by  groups 
of  states  and  of  Virginia  by  physiographical  divisions. 
Text-hooks:  See  Term  A. 
Suggestive  Additional  Work — See  Term  A. 

A  pupil  leaving  the  fifth  grade  should  know  that  the 
velocity  of  winds  is  measured  in  miles  per  hour ;  about  how 
many  inches  of  water  fall  in  a  heavy  rain ;  the  annual  rainfall 
in  Virginia;  the  meaning  of  angle  as  measured  in  degrees, 
and  should  be  able  to  measure  the  angle  of  the  sun.  He 
should  know  the  inclination  of  the  earth's  axis  in  degrees ;  the 
torrid  zone  as  the  only  part  of  the  earth  that  receives  the  sun's 
direct  rays;  the  effect  of  latitude  upon  climate,  and  should  be 
able  to  read  latitude  and  to  locate  the  zones  on  a  map.  He 
should  be  able  to  interpret  maps  as  to  directions  and  drain- 
age, and  should  have  the  habit  of  using  reference  tables  in 
study.  He  should  know  the  primary  and  secondary  high- 
lands, the  large  central  valley  and  the  coast  plains  of  North 
America;  the  climate,  life  conditions,  and  important  cities  of 
the  main  industrial  regions  of  Virginia  and  the  United  States ; 
the  location  of  the  individual  states,  and  should  be  able  to 
find  places  easily  upon  the  maps.     He  should  have  a  perma- 


Geography  249 


nent  interest  in  the  industries  and  places  of  the  United  States 
and  Virginia,  and  a  feehng  of  at-homeness  when  they  are 
mentioned. 

GRADE  VI 

The  geography  course  for  this  grade  tends  to  develop,  for 
the  most  part,  the  same  tendencies  as  does  the  elementary 
science  course,  and  in  much  the  same  way.  The  child's 
curiosity  at  this  age  is  more  far-reaching,  and  his  imagina- 
tion more  representative,  he  is  just  beginning  to  reason 
abstractly,  his  imagination  is  still  active,  the  social  instinct  is 
developing,  and  he  is  developing  emotionally.  The  special 
center  of  interest  for  the  grade,  Our  Heritage  and  the  Great 
Nations  to  Which  We  Are  Indebted,  has  been  selected  be- 
cause of  the  opportunity  it  affords  to  strengthen  and  develop 
these  tendencies,  and  most  of  the  geography  is  taught  under 
this  center.  In  treating  the  geography  from  this  standpoint, 
opportunity  is  also  afforded  to  carry  out  many  of  the  educa- 
tional aims  listed  in  the  general  introduction.  The  child  is 
led  to  appreciate  the  extent  to  which  the  history  and  develop- 
ment of  a  people  are  dependent  upon  the  physical  features 
and  climatic  conditions  of  the  country  in  which  they  live; 
he  is  led  to  arrive  at  as  many  facts  as  possible  through 
deductive  reasoning,  and  an  attempt  is  made  to  have  him  apply 
the  facts  acquired  to  the  solution  of  some  definite  problem,  as 
"How  does  the  geography  of  Greece  help  explain  her  great- 
ness in  the  past,  and  her  many  contributions  to  civilization?" 
or  ''Judging  from  her  geographic  conditions,  what  chance 
does  China  have  in  competing  with  other  great  nations,  now 
that  she  has  a  modern  form  of  government?"  Since  the 
continents  studied  extend  through  all  three  zones,  a  special 
study  and  comparison  of  the  plant  and  animal  life  in  the 
various  zones  is  made. 

Observatiofml  Work — Work  of  previous  grades  reviewed. 
Continued  reading  of  United  States  weather  maps,  and  com- 
parison with  conditions  in  Farmville.  Observation  of  the 
constellations,  Orion  and  Ursa  Major  as  data  for  proof  of  the 
earth's  revolution.  Determination  of  latitude  by  measuring 
the  altitude  of  the  North  Star  and  the  sun  at  the  equinoxes. 

Geographical  Science — First  study  of  the  cause  of  differ- 
ence in  length  of  night  and  day;  effect  of  altitude  and  distance 
from  the  sea  upon  climate,  and  reasons  therefor;    explana- 


250  Formulation  by  Subjects 

tion  of  constant  and  periodical  winds ;  cause  of  ocean  cur- 
rents, weathering  of  rock,  and  belts  of  plant  and  animal  life. 
Hozv  to  Study — Continued  drill  in  use  of  indexes,  tables  of 
contents,  maps,  and  globes;  practice  in  selecting  from  a 
chapter  material  that  bears  upon  the  topic;  practice  in 
supplementing  the  text  from  study  of  the  map,  from  experi- 
ence, and  from  reference  books. 

Term  A.  Work  for  All  Pupils — Study  of  the  geography 
of  Egypt  in  connection  with  the  study  of  the  ancient  nations. 
Study  of  Eurasia  as  a  whole,  and  the  countries  of  Eurasia 
completed  as  far  as  possible. 

Text-hooks:  Frye's  Higher  Geography;  Carpenter's 
Europe  and  Asia. 

Suggestive  Additional  Material — Parallel  reading  and  study 
of  pictures  from  Stoddard's  Lectures  on  European  Countries ; 
McDonald  and  Dalrymple's  Little  People  Everyzvhere. 

Term  B.  Work  for  All  Pupils — Review  of  North  Amer- 
ica as  needed  in  the  study  of  colonial  history.  Study  of 
countries  of  Eurasia  completed. 

Text-hooks:  See  Term  A. 

Suggestive  Additional  Work — See  Term  A. 

A  child  leaving  this  grade  is  expected,  as  a  result  of  his 
observational  work,  to  know  the  position  of  the  North  Star, 
and  that  it  does  not  vary,  and  to  be  able  to  locate  Orion  and. 
Ursa  Major,  and  to  know  that  their  positions  change  con- 
stantly through  the  year;  he  should  understand  how  latitude 
can  be  determined  by  the  position  of  the  North  Star.  He 
should  know  enough  geographical  science  to  know  something 
of  the  difference  in  length  of  days  and  nights  in  different 
parts  of  the  earth  at  different  seasons;  to  be  able  to  reason 
out  the  climate,  rainfall,  crops,  industries,  and  location  of 
cities  of  any  country  for  himself;  to  explain  in  a  general  way 
the  cause  of  ocean  currents,  and  the  effect  of  the  Gulf  Stream 
and  Japan  Current  upon  countries  of  Europe  and  Asia; 
to  remember  which  winds  blow  in  the  temperate  and  torrid 
zones,  and  what  causes  monsoons.  He  should  have  a  general 
idea  of  the  physical  features  of  Europe  and  Asia  and  the 
influences  that  determine  the  climate  and  rainfall  of  the 
various  sections.  He  is  expected  to  have  a  general  idea  of 
the  location  and  physical   features  of  each  country,  and   to 


Geography  251 


remember  which  nations  have  made  or  are  making  contribu- 
tions to  civihzation.  He  should  be  able  to  locate  the  most 
important  cities  in  each  country,  and  perhaps  to  account  for 
their  growth. 

Above  everything  else,  he  is  expected  to  feel  a  greater  inter- 
est in  things  pertaining  to  Europe  and  Asia ;  to  have  a  more 
intelligent  appreciation  for  them  and  a  desire  to  read  and  hear 
about  them. 

GRADE  VII 

The  rapid  development  of  the  social  instinct  at  this  period 
of  the  child's  life  causes  him  to  be  interested  in  affairs  that 
pertain  to  nations — especially  from  a  comparative  point  of 
view,  using  our  own  nation  as  a  comparison.  The  work  of 
this  grade  is  largely  a  re-use  of  much  that  has  already  been 
learned  concerning  the  earth  as  a  home  of  man,  and  the  aim 
of  the  course  is  to  give  the  child  an  appreciative  view  of  the 
world,  giving  special  emphasis  to  the  world  powers  of  to-day. 

Observations  made  in  the  past  are  now  used  as  a  basis  for 
a  more  formal  consideration  of  our  planet  and  its  relation  to 
the  solar  system. 

Observational  Work — Seasons  and  relative  length  of  day 
and  night ;  angle  of  sun ;  eclipses ;  evening  and  morning  stars. 

How  to  Study — A  more  complete  acquaintance  with  the 
text  is  expected  here.  Maps  should  be  read  fully,  and  the 
globe  used  by  the  class  to  explain  the  causes  of  change  of 
seasons  or  relative  length  of  day  and  night.  Pupils  must 
know^,  w^ithout  the  use  of  index,  how  and  where  to  find  map 
or  statistical  table  needed;  individual  use  is  made  of  reference 
books,  and  practice  is  given  in  comparing  the  worth  of  state- 
ments. Children  are  encouraged  to  place  on  the  board  dia- 
grams that  will  make  clearer  problems  coming  up  in  mathe- 
matical geography. 

Term  A.  Review  of  the  United  vStates ;  world  view  of 
continents  and  countries,  using  commercial  map,  and  noting 
especially  the  location  of  world  powers  and  their  possessions, 
together  with  principal  routes  of  trade ;  comparative  study  of 
world  powers,  with  review  of  such  geographical  facts  about 
each  as  may  have  been  factors  in  growth ;  Africa,  South 
America,  and  Australia  in  detail,  and  in  relation  to  the  world 
powers. 


252  Formulation  b^  Subjects 

Text-hooks:  Frye's  Higher  Geography;  Carpenter's  North 
America,  South  America,  and  Africa. 

Suggestive  Additional  Work — Magazines,  current  and 
otherwise,  as  they  suit  the  topics. 

Term  B.  Geographical  Science — Review  of  facts  learned 
in  previous  grades  from  observations  made  concerning  the 
earth's  relation  to  the  sun,  special  emphasis  being  put  upon 
the  causes  of  change  of  seasons  and  of  the  varying  length  of 
day  and  night ;  relation  of  the  earth  to  the  solar  system ; 
latitude  and  longitude  for  location;  longitude  and  time  and 
the  iriternational  date  line. 

A  pupil  leaving  the  seventh  grade  should  have  an  abiding 
interest  in  the  world  as  his  home,  and  should  feel  at  home  in 
it,  knowing  the  physical  features,  main  climatic,  industrial, 
and  social  conditions  of  the  continents,  also  the  general  rela- 
tions  among  the  world  powers  as  affected  by  geographical  con- 
ditions. He  should  be  interested  in  the  solar  system  and 
capable  of  intelligent  appreciation  of  ordinary  seasonal  and 
sky  phenomena.  He  should  have  the  habit  of  looking  for 
the  causes  and  effects  of  known  facts;  should  know  the 
causes  of  winds,  rainfall,  ocean  currents,  and  the  seasons,  and 
should  be  able  to  explain  in  specific  cases  the  effect  upon  cli- 
mate of  the  trade  winds,  the  westerlies,  the  Japan  Current, 
and  Gulf  Stream;  latitude,  altitude,  position  of  mountains, 
and  distance  from  the  sea.  He  should  be  able  to  interpret  a 
map  fully,  to  locate  places  by  means  of  latitude  and  longitude, 
to  use  simple  reference  books  with  ease,  and  to  read  maga- 
zines and  newspapers  intelligently. 


INDUSTRIAL  WORK 


The  aims  of  the  Industrial  Work  are  to  develop  clear  ideas 
and  appreciative  insight  into  the  industrial  life  of  mankind;  to 
take  hold  of  the  children's  activities  and  give  them  direction, 
through  affording  the  children  opportunity  to  be  constructive, 
expressive,  and  creative;  to  connect  the  life  of  the  school 
with  the  life  outside,  and  to  give  an  appreciation  of  the  things 
in  our  environment  which  are  the  result  of  man's  thought  ex- 
pressed through  the  use  of  such  raw  materials  as  textiles, 
wood,  and  food. 

Highly  developed  skill  is  not  the  chief  end  of  industrial 
work  in  the  elementary  school,  but  the  power  to  think,  to 
solve  practical  life  problems,  to  appreciate  the  activities  of 
our  community.  An  increased  knowledge  of  fundamental 
principles  and  processes  in  the  industrial  fields,  maturing 
judgment  in  interpreting  industrial  problems  and  relation- 
ships, and  an  increasing  skill  are  sought. 

As  a  result  of  a  careful  selection  of  projects  within  the 
range  of  construction  of  the  children  as  they  advance  from 
grade  to  grade  there  is  a  gradual  development  of  skill  in  the 
use  of  tools,  and  in  the  knowledge  of  the  principles  and 
processes  of  construction.  By  means  of  these  projects  the 
children  are  given  a  clearer  knowledge  and  better  appreciation 
of  the  industrial  development  of  the  race,  the  processes  by 
which  man  has  converted  the  raw  material  into  the  finished 
product,  and,  through  his  power  over  these,  has  overcome  and 
enriched  his  environment. 

Typical  units  of  important  industries  in  relation  to  present 
and  past  are  selected.  These  units  grow  out  of  centers  of 
interest  and  grade  needs  which  furnish  proper  opportunities 
and  motivation.  The  use  of  finished  products  in  all  lines 
helps  to  develop  taste  and  judgment. 

The  problems  which  are  met  in  the  study  of  processes  and 
principles  in  this  work  are  mainly  those  involved  in  garden- 
ing, farming,  excursions,  construction  work,  discussions,  and 
readings.  These  readings  vitalize  much  of  the  book  work  in 
other  subjects.  The  construction  work  furnishes  much 
"basal    experience"    for    the    work    in    arithmetic,    drawing, 


254  Formulation  by  Subjects 

nature  study,  literature,  language,  music,  and  history.  Simple 
stories  in  the  history  of  man's  progress  in  the  use  of  foods, 
textiles,  etc.,  contrasting  present  and  early  conditions,  are 
means  of  developing  an  appreciation  of  the  principles  of  inter- 
dependence and  the  need  of  ethical  cooperation. 

From  each  of  the  following  groups  of  materials :  woods, 
textiles,  foods,  clay,  paper,  and  leather,  units  appropriate  to 
school  and  home  needs  are  taken.  In  textiles  the  four  great 
staples:  wool,  silk,  cotton,  and  linen  are  tested,  and  projects 
in  sewing  are  worked  out.  In  wood  and  paper  the  projects 
lead  to  a  study  of  the  conservation  of  our  forests,  and  the 
great  paper  industry.  Book-making  and  simple  wood  work 
are  the  units  selected.  Pottery,  tiles,  and  concrete  forms  are 
also  made.  The  divisions  of  food  selected  are  cereals,  fruits, 
vegetables,  milk  products,  meats,  eggs,  and  fish. 

KINDERGARTEN 

The  children  of  the  Kindergarten  age  are  interested  in 
manipulation  and  experimenting  with  different  kinds  of  ma- 
terials. This  interest  is  used  in  constructing  objects  for  the 
doll  house  or  for  other  play  uses. 

During  the  Kindergarten  period  the  child  grows  in  skill  and 
in  control  of  these  materials  and  becomes  more  definite  in  the 
end  for. which  he  uses  them.  From  his  first  instinctive  re- 
sponses in  the  handling  of  material,  he  develops  by  the  close 
of  the  period  ability  to  think  out  ways  of  constructing  simple 
objects  which  he  needs  for  his  play. 

Term  A.  Wagons  and  doll  beds  of  boxes,  baskets,  milk 
bottle  tops,  and  miscellaneous  materials ;  sand  table  work, 
paper  dolls,  doll  dresses,  doll  furniture,  objects,  booklets 
illustrating  household  activities.  Christmas  gifts,  tree  decora- 
tions. Weaving:  paper  and  linen  mats,  booklets  and  rugs. 
Cooking :  making  butter,  making  cookies.  Clay  modeling : 
illustrative  work,  stories,  rhymes,  trees,  and  leaves. 

Term  B.  Constructive  zvork — doll  furniture,  objects  illus- 
trating life,  sand  table  work,  booklets,  valentines,  soldiers' 
badges  and  caps.  Weaving  worsted  tam-o'-shanter  caps  for 
dolls.  Sewing:  overcasting  dusters  for  use  in  school. 
Gardening:  planting  flower  seed.  Cooking:  making  lemon- 
ade.    Clay  modeling:    articles  for  doll  house,  people,  animals. 


Industrial  Work  255 


Paper   cutting:     posters    of   trees    and   flowers.      Illustrative 
work  connected  with  stories  and  songs. 

GRADE  I 

While  interest  in  motor  activity  for  its  own  sake  is  still  very 
strong  in  the  children  who  go  from  the  Kindergarten  to  the 
first  grade,  they  are  beginning  to  be  more  purposeful  in  work 
and  play.  Their  greatest  interests  are  still  in  the  homes  and 
in  play ;  therefore  the  study  of  home  activities  and  the  mak« 
ing  of  the  doll's  home  and  yard  ofifer  strong  motives  for  con- 
structive work,  and  call  for  continuity  of  efforts. 

From  the  year's  work  they  should  gain  a  more  intelligent 
appreciation  of  the  activities  which  contribute  to  the  comfort 
and  beauty  of  their  homes,  greater  vividness  of  imagination 
through  attempted  self-expression,  and  more  thinking  power 
through  the  attempt  to  adapt  means  to  ends. 

They  should  show  an  advance  in  skill  in  the  manipulation 
of  materials  and  tools,  such  as  paper,  cardboard,  clay,  wood, 
scissors,  needle,  hammer,  and  loom. 

Term  A.  Constructive  Work — Materials :  paper,  card- 
board, string,  wood,  sand,  clay,  pasteboard  boxes,  and  any 
other  available  materials.  Booklets,  furniture  for  doll  houses, 
cutting  and  folding  articles  for  the  doll's  Thanksgiving  table, 
Christmas  gifts,  tree  decorations,  store  of  cardboard  boxes 
with  furnishings  of  paper,  making  delivery  wagon.  Group 
work  on  sand  table,  yard  for  doll  house,  fence  and  swing  for 
doll's  yard,  illustration  of  stories. 

Sezmng — Needle  book  for  Christmas,  dressing  Eskimo  doll 
(running  stitch). 

Cooking — Butter  churned,  served  with  bread  and  milk. 

Modeling — Illustrations  of  stories  and  rhymes,  model 
fruits  and  vegetables,  utensils  for  doll  kitchen,  Eskimo  house, 
animals  of  cold  zone,  dishes  for  Thanksgiving  table. 

Term  B.  Constr^ictive  Work — Materials  same  as  in  fall. 
Booklets,  paper  dolls  and  dresses,  illustration  of  stories  by 
free-hand  cutting,  valentines,  Easter  cards,  soldiers'  caps,  flags. 
Chicken  coop  for  doll's  yard,  treUis  for  vines  of  window 
garden.  Cardboard  looms  for  rugs.  Group  work :  sand 
board,  tropical  home  scene,  illustrations  of  stories. 


256  Formulation  by  Subjects 

Weaving — Mat  for  tropical  home,  rug  for  doll  house. 

Sezving — Curtains  for  doll  house,  basting  stitch. 

Gardening — Preparation  of  the  ground  after  it  has  been 
ploughed,  laying  off  rows,  planting  of  seeds  of  flowers  and 
vegetables  in  school  garden.  Vegetables:  radishes,  lettuce. 
Flowers :  sunflower,  petunia,  nasturtium,  castor  bean,  cosmos, 
larkspur;  setting  out  violet  border. 

Cooking  and  Preparation  of  Food — Preparing  lettuce  and 
radishes  for  table.     French  dressing  for  lettuce  salad. 

Modeling — Animals  and  utensils  of  tropical  home. 
Chickens,  rabbits. 

GRADE  II 

At  this  age  the  strong  desires  of  the  children  to  be  con- 
structive and  to  imitate  the  occupations  of  their  elders  lead 
to  the  enlargement  of  Grade  I  work  to  include  neighborhood 
occupations. 

As  a  result  of  this  year's  work  the  children  are  expected 
to  have  a  clear  understanding  and  appreciation  of  surrounding 
life.  They  are  finding  out  that  the  making  of  a  home  grows 
out  of  the  interdependence  and  cooperation  of  individuals. 
They  secure  clearer  images  of  proportion,  form,  and  shape. 

On  the  skill  side  they  show  an  increased  knowledge  over  the 
first  grade  in  the  use  of  the  hammer,  nails,  ruler,  hoe,  rake, 
scissors,  sewing  needle,  and  in  the  use  of  sand  table,  clay, 
paper,  paste,  weaving  materials.  In  addition,  two  new  tools, 
the  saw  and  the  measuring  string,  have  been  introduced,  and 
two  new  stitches  in  sewing,  the  blanket  and  the  running  stitch. 

Term  A.  Constructive  Work — Store  with  shelves,  primi- 
tive tools  and  w^eapons,  sand  table  work,  envelopes,  candy 
boxes,  booklets,  tree  decorations,  Christmas  gifts,  illustrative 
work. 

Sewing — Pin  rolls,  doll  clothes,  cutting  patterns,  and  mak- 
ing kimono  dress,  cap,  cape,  skirt. 

Gardening — Gathering  and  storing  seeds,  clearing  garden, 
laying  off  rows,  and  planting  fall  garden. 

Cooking — Drying  apples,  popping  corn. 

Clay  Modeling — Fruits  and  vegetables,  people,  animals, 
and  objects  in  everyday  life. 

Paper  Cutting — Illustrative  work :  garden  activities, 
stories,  rhymes. 


Industrial  Work  257 


Term  B.  Constructive  Work — Doll  house,  furniture  for 
doll  house,  primitive  tools  and  weapons,  sand  table  work, 
envelopes,  booklets,  valentines,  soldier  caps  and  badges, 
Easter  cards,  calendars,  cardboard  looms. 

Sezving — Window  curtains,  bed  clothes,  table  scarfs,  dust 
cloths ;  knitting  horse  reins. 

Gardening — Preparing  grouncl,  laying  off  rows  and  plant- 
ing seeds,  working  garden,  gathering  vegetables. 

Cooking — Baking  potatoes  in  camp  fire,  cooking  spinach, 
and  serving  with  hard-cooked  eggs. 

Clay  Modeling — Vegetables,  bath  room,  and  cooking  uten- 
sils, people,  animals,  and  objects  for  illustrative  purposes. 

Paper  Cutting — Illustrative  work. 

GRADE  III 

The  strong  characteristic  of  motor  activity,  construction, 
curiosity,  and  imagination  determine  the  large  industrial 
activities  that  are  chosen  for  this  grade. 

The  aim  of  these  activities  in  relation  to  the  later  life  of 
the  pupils  is  not  to  train  them  to  be  farmers.  It  is  that  they, 
through  the  gaining  of  these  experiences,  may  develop  a  grow- 
ing interest  in,  some  knowledge  of,  and  sympathy  towards, 
the  industrial  activities  of  the  community.  It  is  also  hoped 
that  out  of  this  interest,  knowledge,  and  sympathy  may  come 
the  desire  to  some  to  participate.  Those  who  do  not  partici- 
pate will  become  better  and  broader  members  of  a  community 
for  what  they  have  gained,  for  w^hatever  is  best  for  the  full 
life  of  the  child  is  best  for  the  man  or  the  woman.  In  all 
work  there  is  an  increased  power  over  Grades  I  and  II  to 
create  clearer  images,  and  more  ability  is  shown  in  making 
original  individual  plans  for  constructive  work. 

On  the  skill  side  there  is  a  marked  increase  in  muscular 
control  in  use  of  all  tools  and  materials  listed  for  the  preced- 
ing grades.  One  new  tool,  the  file,  and  two  new  stitches,  the 
outline  and  back  stitch,  are  introduced. 

Term  a.  Constructive  Work — Wooden  looms,  paper 
files,  post-card  albums,  portfolio  for  drawings,  booklets, 
charts,  calendar  backs,  candy  boxes,   Christmas  decorations. 

Spinning  and  Weaving — Experiments  with  wool,  washing, 
carding,  and  spinning.     To  understand  how  fiber  is  made  into 


17 


258  Formulation  by  Subjects 

thread,  develop  use  of  spindle,  whorl,  and  distaff.  Develop 
crude  looms  for  meeting  situation  of  making  thread  into 
cloth,  weave  community  or  individual  rugs  of  jute. 

Seunng — Bean  bags,  penwipers,  bag  for  rubbers,  bead 
chains,  mats,  for  Christmas  presents. 

Farming  and  Gardening — Report  of  committee  from  pre- 
ceding Grade  III  who  harvested  wheat  and  oats  during 
summer;  class  harvest  garden  crops  planted  when  in  Grade 
II,  and  corn  by  Grade  III ;  experiments  in  primitive  thresh- 
ing and  in  making  hominy,  corn  meal,  and  wheat  flour ;  plant- 
ing wheat  and  oats;  planting  flower-beds.  (See  Elementary 
Science,  p.  201.) 

Cooking — Prepare  and  serve  luncheon  immediately  after 
harvest  or  at  Thanksgiving.  Boil  carrots,  parsnips,  or  salsify, 
serve  with  milk  dressing.  Make  corn  bread,  dry  pumpkins, 
bake  apples,  make  Christmas  candies. 

Paper  Cutting — Illustrative  work. 

Term  B.  Constructive  Work — Flower  boxes  for  school 
use,  shepherd  tents,  portfolio  for  drawings,  booklets,  charts, 
kites,  primitive  farm  implements,  houses  for  farm  on  sand 
table,  beginning  with  simple  shed  form  and  working  to  com- 
plex dwelling. 

Weaving — Continue  and  complete  rugs  commenced  in  fall 
term. 

Sewing — Cutting  patterns  and  making  costumes  for  drama- 
tization of  a  story  connected  with  Hebrew  life.  (It  is  sug- 
gested to  use  the  story  of  Joseph  from  Grade  II.)  Make 
marble  bags. 

Farming  and  Gardening — Sand  table  representation  of 
shepherd  encampment,  model  farm  home,  homes  of  early  agri- 
cultural people,  the  Cliff  Dwellers  and  Pueblos  of  South- 
western United  States,  and  Lake  Dwellers  of  Sw^itzerland, 
making  pottery  connected  with  Indian  life,  and  the  life  of 
Robinson  Crusoe. 

Cooking — Stewing  dried  pumpkins,  dyeing  Easter  eggs. 

Paper  Cutting — Illustrative  work:  animals,  trees,  fences, 
etc.,  for  farm  on  sand  table. 


Industrial  Work  259 


GRADE  IV 

The  growing  interest  in  activity  as  means  rather  than  as 
end  and  the  demand  for  concrete  needs  in  relation  to  these 
activities  gives  a  practical  emphasis  to  much  of  the  Industrial 
work  undertaken  in  Grade  IV. 

As  a  result  of  this,  there  is  a  decided  gain  in  accuracy  and 
skill  in  the  use  of  tools,  crude  materials,  and  processes  here- 
tofore enjoyed  without  critical  reference  to  the  results  ob- 
tained. Through  the  study  of  life  in  other  lands  and  in  other 
times  in  geography  and  history,  the  appreciation  and  knowl- 
edge of  the  various  industries  is  developed,  and  the  viewpoint 
gradually  changes  from  that  of  personal  and  community  ends 
alone  to  that  of  its  value  from  the  industrial  standpoint. 

The  following  list  is  meant  to  be  suggestive  as  to  concrete 
means  through  which  the  tendencies  noted  are  utilized  and  de- 
veloped. 

Term  A.  Constructive  Work— Gdivne  boards,  shields, 
swords,  helmets  (for  use  in  costuming  a  historic  play), 
baskets,  boxes,  etc.,  for  Christmas  and  other  Special  Day 
occasions.     Mats  of  matting  and  raffia. 

Sewing — Cutting  patterns  and  making  costumes  for  Greek 
play,  planning,  measuring,  purchasing,  making — simple  run- 
ning seams  and  hemming — ornamentation. 

Cooking — Oyster  soup,  cocoa,  rice. 

Gardening — Gathering  cotton  planted  by  Grade  III. 

Term  B.  Weaving — Study  of  cotton,  spinning  thread, 
weaving  book  mark  or  hat  band. 

Constructive  Work — Bird's  house  or  doll's  hat. 

Gardening — Planting,  working,  and  selling  lettuce,  beans, 
and  tomato  plants,  rape  (sown  in  the  fall  for  early  salad). 

Cooking — Cereals ;  picnic  luncheon :  deviled  eggs,  stuffed 
dates,  sandwiches  (nut,  lettuce) ;  cooking  green  vegetable, 
serving  with  poached  eggs  and  toast. 

Clay  Modeling — Bowl  or  vase,  Greek  or  Roman,  decoration 
designed  in  drawing. 

Seunng — Knitting  wash  cloths,  making  school  pennants, 
making  sewing-aprons. 


260 Formulation  by  Subjects 

GRADE  V 

The  fact  that  physical  activity  is  at  its  height  at  this  period 
and  that  the  child  learns  more  effectively  in  connection  with 
his  activity,  makes  a  rather  large  proportion  of  manual  work 
imperative  for  his  normal  development.  His  marked  ten- 
dency to  direct  all  activity  toward  definite  ends,  together  with 
his  intense  interest  in  environmental  life  and  his  concern  for 
attractiveness  of  product,  makes  it  essential  that  the  projects 
chosen  be  closely  connected  with  life  purposes  and  appeal  to 
his  interests.  It  is  this  practical  tendency,  also,  which  renders 
projects  of  some  sort  a  necessity  in  the  motivation  of  other 
school  work.  Marked  individual  differences  demand  a  variety 
of  work  in  order  that  every  pupil  may  find  something  in 
school  life  that  he  can  do  well.  The  capacity  for  skill  charac- 
teristic for  this  period  makes  it  desirable  that  the  projects 
selected  conduce  as  far  as  practicable  to  securing  a  reasonable 
amount  of  skill  in  those  processes  which  every  one  should 
know,  while  the  tendency  to  habit  formation  demands  that 
projects  needed  in  life  be  taught  in  the  way  in  which  they 
should  be  done  in  life. 

The  year's  work  should  mean  to  the  child  additional  experi- 
ence in  cooperation  with  his  fellows ;  a  greater  appreciation 
of  modern  industrial  life  and  processes;  more  effective  work 
in  other  school  subjects  due  to  close  correlation  with  manual 
work;  increased  interest  in  school;  at  least  the  dawning  of 
the  consciousness  of  his  own  capabilities  and  incapacities — 
the  first  beginning  of  that  knowledge  of  self  which  will  be 
needed  in  later  years  in  choosing  a  vocation,  and  increased 
skill  in  the  use  of  materials,  tools,  and  processes. 

The  use  of  plane  and  carpenter's  saw  are  begun.  Sewing 
stitches  re-used  from  previous  grades  are  running  stitch,  back 
stitch,  blanket  stitch,  overcasting,  hemming,  and  outlining. 
New  stitches  are  buttonhole  stitch,  herringbone  stitch,  and 
overhanding.  The  process  of  weaving  is  reviewed  in  darning 
stockings.  The  chain  stitch  and  throw-over-once  stitch  of 
crocheting  are  introduced. 

The  following  list  of  projects  is  meant  to  be  suggestive 
only : 

Term  A.  Constructive  Work — Cold  frame,  window  box, 
hurdles  for  playground,  traps,  bread  board,  rucco  blocks  for 
printing,  goods  box,  or  a  box  simply  made  with  lid  for  tools 


Industrial  Work  261 


or  other  purposes,  paper  cutter,  Jack-o'-lantern  of  paper  boxes, 
card  catalog  case,  booklets  and  binders,  needs  for  Thanksgiv- 
ing program. 

Modeling — Individual  relief  maps  of  sand,  clay,  pulp,  or 
salt  and  flour  mixture. 

Sewing — Sewing  bag,  made  and  stenciled;  costumes  for 
Thanksgiving  program,  Christmas  presents. 

Crocheting — Simple  mats  or  doll  costume. 

Cooking — Butter  churned,  canned  salmon  creamed ;  celery 
and  peanut  salad,  served  with  creamed  dressing;  pears  canned. 

Gardening — Plant  spinach  for  spring  salad,  double  violets 
or  pansies  in  cold  frame,  bulbs  in  bowls. 

Term  B.  C onstnuctivc  Work — Mend  tools,  make  shadow 
stick  or  anemometer,  frame  for  concrete  flower  pot  or  other 
concrete  work,  support  for  vines,  valentines. 

Sewing — Study  of  flax,  darn  stockings,  make  doll  clothes, 
make  case  for  silver  spoons. 

Cooking — Make  cup  cake   and  sauce.      Cook  spinach   and 
serve  with  cream  sauce,  cream  Irish  potatoes,  stew  chicken. 
Gardening — Plant  Irish  potatoes  and  set  out  vines. 

GRADE  VI 

At  this  time  the  social  instinct  is  beginning  to  manifest 
itself,  but  not  to  so  great  an  extent  that  children  are  not 
interested  in  individual  projects.  Leadership,  self-reliance, 
and  cooperation  are  developed  through  community  projects 
which  give  added  appreciation  of  higher  class  standards. 

At  the  end  of  this  year  the  sixth  grade  children  should  have 
gained  in  cooperation  and  appreciation  of  each  other's  work, 
together  with  increased  skill  in  the  use  of  the  needle  and 
scissors,  and  in  handling  the  saw  and  plane.  New  stitches: 
simple  embroidery,  overhand,  cross,  and  briar  stitch. 

Term  A.  Constrnctive  Work — Book  stall,  wood  blocks, 
flower  box. 

Sezving — Study  of  silk  and  lace;  Pilgrim  costume,  patching 
a  corner  tear,  darning  a  corner  tear  in  flannel,  making  flannel 
petticoat,  embroidering  scarf,  scalloping  collar  and  cuffs  for 
dress. 


262  Formulation  by  Subjects 

Cooking — Eggs,  cheese,  and  macaroni  in  several  different 
ways;   batter,  air  and  eggs  used  to  lighten;    cranberry  sauce. 
Poultry — Hens  cared  for  and  eggs  sold. 

Term  B.  Constructive  Work — Mending  furniture,  caning 
chairs,  making  fiber  seats.  Concrete  flower  pot,  making  a 
commercial  book  in  paper  or  cloth,  candle  molds. 

Modeling — Vase  (designs  in  paper)  ;   tiles. 

Sewing — A  sewing  apron,  a  kimono  gown,  guest  towel, 
using  cross  stitch  for  border.  All  stitches  previously  learned 
reviewed. 

Cooking — Soap  and  candles.  Brown  bread,  baked  beans, 
ginger  bread,  corn  bread. 

GRADE  VII 

At  this  period  in  the  girl's  life  the  keenest  interest  is  felt, 
perhaps,  in  personal  appearance,  but  besides  this  interest  there 
is  beginning  to  be  shown  a  concern  about  how  the  home  looks, 
and  since  this  regard  for  the  appearance  of  the  home  is  in  its 
incipiency  here,  it  perhaps  needs  most  careful  attention  at  this 
time.  To  this  end  projects  are  planned  with  a  view  to  creat- 
ing ideals  for  a  well-furnished  room. 

On  leaving  this  grade  the  children  may  be  expected  to  know 
how  to  furnish  their  own  rooms.  They  have  an  apprecia- 
tion of  the  relative  value  of  textiles,  and  can  test  cotton,  silk, 
wool,  and  linen  to  see  if  they  be  pure  or  mixed.  The  cost  of 
handmade  articles  is  understood  both  from  an  economic 
and  from  an  aesthetic  standpoint.  In  the  needle  work  of  the 
previous  grades  is  added  increased  skill  in  the  use  of  sewing 
and  cutting  by  pattern,  so  that  a  child  on  leaving  this  grade 
ought  to  be  fairly  independent  so  far  as  the  making  of  simple 
costumes  or  undergarments  goes. 

Emphasis  is  now  given  to  technique,  and  the  various 
activities  offered  to  boys  and  girls  furnish  a  basis  for  voca- 
tional direction.  To  this  end  time  is  given  to  the  working  out 
of  projects  in  wood,  scientific  planting,  and  commercial 
methods  of  disposing  of  farm  products. 

The  use  of  the  printing  press  is  learned  in  connection  with 
printing  done  for  the  school. 

Term  A.  Construction — Repair  furniture,  make  lamp 
shade  (perforated  tin). 


Industrial  Work  263 


Sezving — Cutting  by  pattern  and  making  costumes  for 
Hallowe'en.     Review  and  simple  tests  of  textiles. 

Crocheting — Mats  for  dining  table,  bed-room  slippers. 

Cooking — Boil  beans,  make  biscuit.  A  study  of  batters  and 
doughs,  brown  Betty,  grape  juice. 

Gardening — Plant  tomatoes,  study  corn  clubs,  estimate  the 
value  of  farm  products. 

Term  B.  Construction — Stool  with  upholstered  seat,  book 
shelves,  book  repairing. 

Sewing — Window  curtains  made  and  stenciled,  sofa 
pillows,  scarfs,  garment  construction.     Simple  embroidering. 

Cooking — Study  relative  food  values  of  meats,  eggs,  milk, 
and  cereals.     Bake  beef;   ice-cream,  plain  cake,  packing  eggs. 

Gardening — Make  hotbed  for  tomatoes,  and  prepare 
ground;  study  soil  and  rotation  of  crops. 

Plant  lettuce  for  shipping. 

FIRST  YEAR  HIGH  SCHOOL 

The  dominant  characteristics  of  the  pupils  of  the  First  Year 
High  School  are  manifested  by  a  stronger  interest  in  life  prob- 
lems. As  this  is  the  period  of  differentiation  the  girls  show 
a  greater  interest  in  home  making,  while  the  boys  are  looking 
for  some  particular  vocation.  The  question  ''What  I  shall  do 
when  I  leave  school?"  is  uppermost  in  their  minds. 

House  keeping  and  home  making  are  the  topics  around 
which  the  industrial  work  centers  for  the  girls. 

Sanitation,  ventilation,  cooking,  care  of  dining-room  and 
kitchen,  use  of  disinfectants,  economic  living  and  furnishing 
of  home  are  topics  studied. 

The  schoolroom  is  studied  from  the  same  standpoint  as  is 
the  home.  Landscape  gardening  and  civic  improvement  is  a 
part  of  this  course.  At  the  end  of  the  spring  term  girls  are 
supposed  to  have  an  increased  knowledge  of  the  art  of  home 
making,  a  greater  appreciation  of  the  beautiful,  appropriate- 
ness to  purpose,  and  utility  in  the  furnishing  of  a  home.  In 
the  study  of  home  economics  the  cost  of  living  is  discussed 
and  concrete  experience  is  given  in  buying  and  cooking.  The 
tomatoes  planted  by  the  seventh  grade  are  canned  in  the  fall 
term  by  the  First  Year  High  School  girls. 

The  boys  learn  to  use  the  printing  press,  make  a  study  of 
the  corn  clubs,  and  the  value  of  intensive  farming. 


MUSIC 


In  a  good  course  in  school  music  there  are  three  recognized 
aims,  the  intellectual,  the  aesthetic,  and  the  cultural.  The 
specific  aims  of  this  course  are  •:  to  arouse  an  interest  in  and 
cultivate  an  appreciation  of  good  music ;  to  develop  the  power 
to  express  musical  feeling;  to  stimulate  original  efforts  with 
music  as  one  of  the  means  of  self-expression,  and  to  promote 
the  social  life  of  the  school. 

The  accomplishment  of  these  aims  is  attempted  through  the 
provision  of  a  varied  experience,  consisting  of  the  singing  of 
songs  related  to  the  child's  interests  and  listening  to  the  com- 
positions  of  the  best  composers,  through  the  intelligent  trans- 
lation of  musical  forms,  through  tonal  plays  and  supplying 
melodies  to  familiar  rhymes,  and  through  assembly  singing 
and  school  programs.  Since  the  complete  song  contains  all 
the  elements  of  musical  notation,  it  is  used  as  the  basis  of  this 
course.  Two  types  of  work — rote  singing  and  note  singing — 
obtain  throughout  the  course.  The  first  year  and  a  half  are 
devoted  to  rote  singing  for  the  purpose  of  acquiring  a  musical 
vocabulary  which  supplies  a  basis  for  the  observation,  analy- 
sis, and  recognition  of  certain  tonal  and  rhythmic  forms  com- 
mon to  all  musical  notation,  and  which  prepares  the  pupil  for 
independent  sight-reading.  Absolute  sight-singing  is  begun 
in  the  last  half  of  the  second  grade  and  continued  throughout 
the  grades,  together  with  rote  songs,  which  correlate  with  and 
intensify  interest  in  geography,  history,  and  literature,  and 
promote  good  tone  production  and  artistic  interpretation. 

The  instruction  in  any  elementary  school  course  should 
enable  the  pupil  to  read  at  sight  in  the  nine  keys  commonly 
used  in  school  music,  to  sing  two-part  arrangements  of  any 
selection  in  the  average  collection  of  hymns  and  familiar  home 
or  folk  songs,  and  to  appreciate  the  standard  compositions  of 
the  best  composers,  to  which  words  have  been  adapted  for 
school  use  in  simplified  form. 

KINDERGARTEN 

At  the  Kindergarten  period  the  child's  natural  love  of 
making  sounds  is  easily  directed  to  the  singing  of  simple  songs 
which  are  closely  related  to  his  experience. 


Music  265 


Musical  expression  is  cultivated  in  song.  Ear  training  is 
gained  by  listening  to  music  and  by  leading  the  children  to 
place  high  and  low  notes  in  the  -simple  tone  plays  based  on 
calling  each  others^  names  in  the  morning  circle.  The  results 
of  the  work  are  not  expected  to  be  found  in  the  number  of 
songs  learned  by  the  children,  but  in  the  appreciation  of 
songs  as  a  means  of  telling  their  experiences,  in  better  quality 
of  tone  and  in  a  keener  perception  of  dififerences  between  loud 
and  soft,  high  and  low  tones. 

Term  A.  Use  of  Mother  Goose  rhymes  to  quicken  sense 
of  rhythm,  simple  songs  of  greeting  and  expression  of  home 
experiences  and  observation  of  nature.  Listening  to  high  and 
low  notes  on  piano.     Calling  names  on  high  and  low^  notes. 

Term  B.  Songs  learned  more  for  meaning  than  purely  for 
rhythm.  Listening  to  and  recognition  of  a  few  standard 
piano  compositions.  More  emphasis  on  pitch  and  quality  of 
tone.  Children  encouraged  to  make  song  sentences  of  their 
own  as  a  means  of  expression. 

GRADE  I 

Li  this  grade  the  power  of  imagination  and  the  instinct  of 
imitation  as  a  stimulus  for  free  expression  are  utilized. 
Greater  freedom  of  expression  and  truthfulness  of  interpre- 
tation are  developed  through  motor  activity  in  the  marking  of 
strong  rhythmic  effects  and  the  dramatization  of  incidents  of 
songs.  Rote  memory  is  prominent  in  the  acquisition  of  a 
varied  song  experience. 

The  year's  training  should  result  in  the  general  awakening 
of  the  child's  musical  consciousness.  The  musical  knowledge 
at  the  end  of  this  period  is  measured  by  the  ability  to  sing 
alone,  expressively  and  naturally,  those  songs  of  the  general 
grade  list  which  have  appealed  most  strongly  to  the  individual 
child ;  by  his  efforts  to  express  his  ideas  or  feeling  spontane- 
ously in  simple,  original,  tonal  combinations,  and  by  his  power 
to  observe,  act,  and  represent  pitch  and  duration  of  tones. 
The  octave  and  scale  are  the  technical  forms  for  which  the 
class  in  responsible.  Staff,  syllable,  and  simple  music  sym- 
bols are  introduced. 

Term  A.  A  continuation  of  methods  and  materials  of  the 
Kindergarten,   with   a   view   to  more   definite   awakening  of 


266  Formulation  by  Subjects 

musical  consciousness.  Simple  song  sentences  involving 
strong  tones  of  the  scale  and  easy  scale  progressions  to  de- 
velop ideas  of  interpretation  and  to  encourage  the  child  to 
express  his  own  ideas  and  feelings  in  original  tone  phrases. 

A  musical  vocabulary  acquired  through  the  singing  of  many 
simple  songs  related  to  nature,  home  and  school  life,  which 
are  the  joyous  expression  of  these  interests,  and  which  supply 
a  basis  of  experience  for  later  observation  and  analysis  of 
tonal  and  rhythmic  relationships.  Special  attention  given  to 
children  who  are  tonally  deficient.  The  octave  and  scale 
introduced  into  tonal  play,  calling  of  names,  imitation  of 
sounds  in  nature  couplets. 

Term  B.  Imitative  song  work  continued,  but  attention 
more  closely  directed  to  the  observation,  acting,  and  pictur- 
ing of  pitch  and  duration  of  tone  and  to  individual  singing  of 
the  entire  song  with  special  reference  to  securing  better  tone 
quality,  clearer  articulation,  and  improved  taste  in  expression. 
Short  song  sentences  given,  making  child  sensitive  to  the  key 
quality  of  the  individaul  tones  of  the  scale,  after  which  they 
are  arranged  in  proper  sequence  and  represented  on  the  black- 
board, thus  presenting  the  staff  and  simple  music  symbols. 
Simple  tonal  groups  for  ear  training;  continued  development 
of  rhythm  through  tapping,  clapping,  and  marking  on  the 
blackboard. 

GRADE  II 

The  tendencies  of  the  children  of  this  year  are  essentially 
the  same  as  those  of  the  first.  Imitation  in  song  material, 
which  develops  the  musical  sense  through  becoming  ac- 
quainted with  the  musical  expression  of  others  and  awaken- 
ing the  creative  impulse,  is  now  used  as  a  basis  for  thought, 
analysis,  and  comparison,  i.  e.,  it  is  constructive.  Imagination 
is  approaching  its  height  and  becomes  more  constructive  also. 
Memory  is  more  retentive.  Much  care  is  given  to  the  develop- 
ment of  sweet  tone  quality. 

At  the  conclusion  of  this  year's  work  the  child  should  be 
able  to  appreciate  and  sing  more  independently  songs  which 
require  more  thought  for  the  adequate  tonal  interpretation  of 
their  content  than  those  of  the  preceding  grade.  The  relation 
of  the  tones  of  the  scale  should  be  firmly  established.  The 
tonic  chord  should  be  recognized  both  orally  and  visibh^  in  ear- 


Music  267 


training  exercises  and  song  material.  Increased  skill  should 
be  gained  in  combining  pitch  and  duration  in  the  three  con- 
structive stages — observation,  acting,  and  picturing. 

Music  symbols  reviewed  and  further  developed  through 
song  analysis.  Ear  training,  both  oral  and  written.  Sight- 
singing  begun  in  the  latter  half  of  the  spring  term. 

Term  A.  Song  material  more  closely  related  to  topics  of 
school  study,  such  as  home  occupations  and  community  inter- 
ests. Dialogue  songs  learned  as  a  means  of  securing  more 
expressive  and  independent  individual  work.  Much  experi- 
ence in  analysis  of  song  from  the  blackboard,  leading  to 
notation,  and  picturing  of  pitch  and  duration.  Type  forms 
of  previous  year  reviewed  as  they  appear  in  new  songs — 
graphically  represented  and  also  notated.  Tonic  chord,  which 
was  introduced  incidentally  in  first  grade,  now  learned  as  a 
distinct  form,  both  orally  and  visibly.  Ear  training  in  simple 
progressions,  both  oral  and  written.  Original  tonal  expres- 
sion encouraged,  with  more  attention  to  form  and  content; 
pupils  suggest  both  tune  and  words  or  supply  one  when 
teacher  gives  the  other. 

Term  B.  Continuation  of  songs  as  self-expressive  and  as 
a  means  to  natural  vocal  development.  Skill  gained  in  both 
tone  quality  and  articulation  in  attempting  to  make  the  words 
and  tones  mean  what  they  represent  in  the  song.  Mother 
Goose  rhymes,  clock  and  marching  songs  reviewed  and  taught 
for  the  observation  of  pulse — how  tones  are  grouped,  and  for 
accent.  This  observation  accompanied  by  physical  motion, 
such  as  vigorous  movement  of  arms,  tapping,  and  clapping, 
thus  creating  feeling  for  the  regular  recurrence  of  the  strong- 
beat.  Skill  developed  in  acting  and  picturing  the  combina- 
tion of  pitch  and  duration  of  short  song  sentences  and 
familiar  song  phrases  of  simple  tone  progression.  Acting  and 
picturing  of  pulse  added  to  that  of  pitch  and  duration. 
Measure  idea  developed  from  this  experience  and  indicated 
by  vertical  lines  placed  before  the  strong  beats.  Notation  of 
familiar  songs  written  on  the  blackboard  and  pointed  or 
traced  by  individual  pupils  for  the  purpose  of  strengthening 
the  feeling  for  rhythm  and  illustrating  the  two-fold  function 
of  notes,  as  defining  pitch  by  position  and  duration  by  form. 
Sight-reading  developed  through  ear  training  and  interval 
drill  from  the  blackboard.  Sight-reading  from  books  is 
begun. 


268  Formulation  by  Subjects 


GRADE  III 

In  the  music  work  of  this  grade  the  tendencies  of  the 
children  most  strengthened  are  rhythm,  imitation,  and  rote 
memory.  The  definite  aims  are  to  secure  sweet,  well-rounded 
tone  quality,  and  ability  to  do  simple  sight-reading. 

A  pupil  completing  the  grade  should  have  a  working  basis 
enabling  him  to  translate  intelligently  the  song  notation  of 
the  following  type  forms,  which  he  recognizes  both  orally  and 
visibly :  the  scale,  octave,  tetrachords,  and  tonic  chord.  He 
should  be  able  to  sing  independently  at  least  a  half  dozen  good 
songs. 

Term  A.  First  two  weeks  are  devoted  to  review  of 
second  grade  work.  Ear  training  is  continued,  and  vocal 
drills  introduced.  A  text-book  is  introduced,  and  the  gradual 
transition  from  rote  to  note  singing  is  begun.  The  phrase  idea 
is  developed,  and  the  recognition  of  the  recurrence  of  rhyth- 
mic and  melodic  motives  in  songs  is  emphasized.  Staft 
learned  as  representing  fixed  pitches.  Commencement  of 
written  blackboard  exercises. 

Term  B.  Signatures  of  keys  of  C,  G,  and  F  learned  from 
ladder  chart  development,  and  transferred  to  staff,  thus 
illustrating  the  function  of  sharps  and  flats.  Absolute  reading 
in  these  keys.  Keys  of  D  and  E  flat  are  incidentally  intro- 
duced through  review  of  songs  and  exercises  in  text.  The 
tonic  chord  is  divided  into  its  component  parts,  and  these 
intervals  learned  in  all  positions,  and  recognized  instantly  in 
new  sight-reading  material.  The  intervals  of  the  supertonic 
(re-fa-la)  and  subdominant  (fa-la-do)  are  especially  drilled 
upon.  The  divided  beat  is  introduced.  Rhythmic  patterns 
containing  it  in  combination  with  the  regular  and  double  beat 
are  flashed  on  blackboard  for  class  and  individual  interpreta- 
tion. Particular  stress  is  laid  on  formation  of  good  habits 
in  position,  breath  control,  and  articulation  through  attempts 
at  an  adequate  expression  of  the  song  rather  than  as  ends  in 
themselves.  Written  work  is  continued  as  in  first  term,  using 
both  blackboard  and  score  paper. 

For  list  of  rote  songs  learned  in  grade  see  Centers  of  In- 
terest for  Grade  III. 

Text:   Harmonic  Primer. 


Music  269 


GRADE  IV 

In  this  grade  working  for  good  singing  begins  to  receive  a 
distinct  impulse  from  the  social  motive.  Tone  work  is  of 
great  importance,  and  skill  is  gained  from  special  practice  to 
secure  distinctness  of  utterance,  beauty  of  tone,  and  other  de- 
tails of  good  song  singing.  This  drill  is  put  before  the 
children  as  a  means  of  making  the  song  more  beautiful  for 
presentation  to  others,  as  a  grade  or  as  a  part  of  a  chorus  in 
the  weekly  assembly,  or  a  Special  Day  program.  Since  the 
children  realize  the  necessity  for  command  of  material,  much 
drill  is  given.  The  drill  consists  of  intervals  on  the  black- 
board, ear  training,  oral  and  written. 

At  the  close  of  the  year's  work,  pupils  should  be  able  to 
read  readily  in  the  keys  of  C,  G,  F,  D,  B  flat,  A,  E  flat,  to 
interpret  simple,  rhythmic  combinations  involving  the  regular, 
evenly  divided  beats,  and  the  beat  and  a  half  note  in  two 
four,  three-four,  and  four-four  time;  to  respond  quickly  in 
syllable  names  to  tonal  exercises  involving  scale  relationships 
when  sung  in  neutral  syllables,  to  recognize  finer  division  of 
tone  in  chromatics  and  to  render  all  songs  in  a  much  more  ex- 
pressive and  finished  way. 

Term  A.  Tonal  phrase  reading  of  third  grade  continued, 
with  a  review  of  type  forms  as  they  occur  in  songs — this  work 
supplemented  by  pictures  of  simple  phrases  on  blackboard. 
Study  of  tone  as  a  beautiful  thing  in  itself.  Definite  study  of 
consonants  in  connection  with  sustained  vowel  for  the  pro- 
duction of  certain  effects  in  the  more  truthful  interpretation 
of  song  content.  Much  practice  in  securing  pitch  of  initial 
tone  of  any  selection  from  key  note  sounded  on  pitchpipe. 
Time  signature  analyzed  and  general  statement  of  explanation 
formulated.  Evenly  divided  beat  combined  with  regular  beat 
in  simple  rhythmic  exercises  in  dictation  exercises  at  black- 
board. Keys  of  C,  G,  and  F  reviewed,  and  D,  B,  A,  and  E 
flat  developed  from  ladder  chart. 

Term  B.  Practice  in  tonal  work  now  directed  to  more 
rapid  perception.  Pupils  should  come  to  know  from  a  glance 
at  a  whole  passage  just  how  it  should  sound.  Special  practice 
to  get  clear,  distinct  enunciation,  with  pure,  sustained  tone. 
Two-part  work  introduced ;  absolute  reading  required.  Much 
ear  drill  is  necessary  in  preparation  for  difficult  skips  in  sight- 


270  Formulation  by  Subjects 

reading.  Chromatic  experience  introduced  in  rote  songs  con- 
taining sharp  four  as  a  preparation  for  fifth  grade  work. 
Simple,  two-part  songs  written  in  primes,  thirds,  and  sixths 
presented.  Beat  and  a  half  note  as  a  new  rhythmic  prob- 
lem. Original  melody  writing  encouraged  and  correlated 
with  making  of  rhymes  in  language. 
Text:  First  Book,  Harmonic  Series. 

GRADE  V 

Since  self-consciousness  begins  to  assert  itself  at  this 
period  of  development,  less  is  expected  of  the  individual,  and 
the  social  instinct  is  encouraged  and  broadened  in  group  work 
so  as  to  combine  the  best  efforts  and  judgment  of  individuals. 
Competition  is  utilized  in  the  drill  work  necessary  for  obtain- 
ing better  control  of  the  musical  elements  of  which  song  is 
composed.  Skill  is  attained  in  quick  response  to  more  difficult 
tonal  combinations  and  in  recording  both  tonal  and  rhythmic 
effects.  The  emotional  tendency  is  just  developing  and  is 
appealed  to  through  songs  touching  home  and  community  re- 
lationships. 

At  the  end  of  the  fifth  grade  the  class  should  be  familiar 
with  the  origin,  use,  and  structure  of  the  chromatic  scale ;  to 
sing  chromatic  half  steps  from  the  tone  above  and  from  the 
tone  below.  In  rhythm  they  should  be  able  to  sing  at  sight 
exercises  containing  triplets  in  four-part  meter,  and  the  single 
forms  of  six-eight  meter.  They  should  be  able  to  name  keys 
quickly  from  the  nine  common  signatures.  They  should  be 
able  to  sing  two-part  melodies  at  sight. 

Term  A.  Review  of  two-part  work  of  fourth  grade. 
Rote  songs  taught  reinforcing  other  subjects  of  the  grade — 
particularly  history  and  geography.  Practice  for  intelligent 
production  of  tone  with  reference  to  breath  control,  freedom 
from  constrained  muscles  of  throat  and  jaw,  resonance 
secured  through  humming  exercises,  and  evenness  in  tone 
quality  by  singing  only  vowels  in  words  of  a  phrase — a 
general  arousing  of  the  mental  consciousness  of  the  agents 
employed  in  good  tone.  More  difficult  unison  singing  and 
regular  two-part  work  begun,  with  constant  alternation  of 
voices  on  parts.  Triplet  studied  as  new  rhythmic  problem, 
taught  by  comparison  with  six-eight  grouping.  Simple  chro- 
matic interval  introduced   in  song  material  and  ear-training 


Music  271 


exercises.     Use  of  cancel  introduced  in  connection  with  these 
intervals.  . 

Term  B.  Tone-placing  exercises  of  preceding  term  con- 
tinned.  Voice  compass  extended  to  meet  the  conditions  of  the 
rapidly  changing  vocal  apparatus.  New  tonal  problem: 
placing  of  chromatic  tones  learned  in  previous  term  in  their 
proper  sequential  setting;  the  ascending  chromatic  scale 
based  on  the  major  scale  ladder  chart.  Two-part  songs  in- 
volving chromatic  intervals  presented.  Original  work  in 
supplying  an  alto  to  a  simple  melody  begun,  to  strengthen 
harmonic  sense.  The  twice-divided  beat  taught  as  new  rhyth- 
mic problem.  Pitch  outline  of  familiar  melody  supplied  to 
its  indicated  rhythmic  outline,  as  by  tapping,  and  represented 
on  blackboard.  Familiarity  with  correct  terminology  de- 
veloped. 

Text:  Second  Book,  Harmonic  Series. 
GRADE  VI 

The  tendencies  and  capacities  in  this  grade  do  not  differ 
materially  from  those  of  the  preceding  one.  Self-conscious- 
ness is  more  in  evidence  and  causes  the  child  to  subordinate 
himself  to  the  group  more  fully.  Interest  is  stimulated  in  the 
study  of  music  as  an  expression  of  the  life  of  the  inhabitants 
of  the  various  sections  of  his  own  country,  and  other 
countries,  and  as  an  interpretation  of  the  feeling  of  any 
people  in  times  of  strong  national  crises.  The  emotional 
nature  is  appealed  to  and  cultivated  so  that  a  more  adequate 
expression  of  feeling  results  in  the  interpretation  of  folk  and 
national  songs. 

The  class  should  become  familiar  with  both  forms  of  the 
chromatic  scale  and  be  able  to  supply  syllables  to  any  short 
melody  which  they  have  in  mind  from  memory.  They  should 
know  the  use  of  the  minor  mode,  use  melodies  and  exercises 
in  the  mode,  and  should  learn  and  practice  the  different  forms 
of  the  minor  scale.  Three-part  singing  should  be  begun.  The 
signatures  of  the  minor  scales  should  be  written  from  dicta- 
tion and  memory.  In  rhythm  they  should  study  all  the  forms 
found  in  six-eight  meter,  two  beats  to  a  measure  and  syncopa- 
tion in  four-four  and  six-eight  meter  should  be  learned  in 
folk  songs.  Simple  songs  should  be  sung  at  sight  without  the 
use  of  syllables. 


272  Formulation  by  Subjects 

Term  A.  Chromatic  experience  of  fifth  grade  reviewed, 
and  descending  form  of  scale  developed  when  situation  re- 
quires it.  Minor  experience  learned  incidentally  in  previous 
grades  now  organized,  and  songs  of  different  nations,  par- 
ticularly of  Russia  and  Scandinavia  and  American  Indian  life, 
taught  by  rote,  illustrating  use  of  minor  mode  in  music. 
Observation  and  comparison  of  minor  and  major  songs  hav- 
ing identical  key  signatures.  Formulation  of  minor  scales 
explained,  and  points  of  similarities  and  differences  between 
major  noted.  Unison  songs  in  minor  mode  learned  by  note. 
All  song  material  more  closely  related  to  history,  literature 
and  geography,  with  special  attention  given  to  typical  Euro- 
pean national  songs  as  a  help  to  giving  an  intimate  apprecia- 
tion of  the  character  of  the  people  w^ho  immigrated  to  America 
and  contributed  their  particular  part  to  the  growth  and  ex- 
pansion of  our  country. 

Term  B.  Two-part  work  continued  in  both  minor  and 
major  modes,  and  three-part  work  begun.  Alternating  parts, 
except  in  cases  where  distinct  alto  tendency  is  evident.  Prac- 
tice in  singing  simple  unison  songs  with  neutral  syllable 
instead  of  scale  names.  Practice  in  singing  simple  alterna- 
tions of  familar  melodies  to  note  how  key  tonality  in  indi- 
vidual tones  is  necessary  for  the  expression  of  certain  effects 
in  the  original.  Creative  work  still  continued  introducing 
minor  mode  as  an  expression  of  different  moods  and  changes 
in  nature.  All  rhythmic  problems  related  to  practical  working 
material  reviewed,  the  subdivided  beat  introduced,  and  synco- 
pation analyzed  and  explained  as  illustrated  in  folk  songs. 

Text-hook:  Third  Book,  Harmonic  Series. 
GRADE  VII 

The  period  into  which  pupils  of  this  age  are  entering  pro- 
duces self-consciousness  and  sensitiveness  to  a  more  marked 
degree  than  at  any  former  stage  of  development,  principally 
because  of  physical  changes,  not  the  least  of  which  is  that 
affecting  the  voices  of  both  the  girls  and  the  boys ;  hence  the 
desire  for  individual  expression  decreases  and  sight-singing 
is  not  continued  to  the  same  extent  as  in  the  former  grades. 
Attention  is  directed  to  the  broader  social  significance  in  what 
is  attempted  by  the  class,  and  the  emotional  nature  is  stimu- 


Music  273 


lated    and    moulded    by    gaining    an    acquaintance    with    the 
musical  expressions  of  others. 

The  first  part  of  the  year  is  spent  in  reviewing  and  enlarge 
ing  upon  the  technical  work  studied  by  introducing  the  chord 
idea  as  an  aid  to  preparation  for  intelligent  listening  to  music. 
The  motive  or  phrase  idea  is  reviewed  through  the  analysis  of 
simple  familiar  melodies  with  the  same  end  in  view.  The 
class  should  gain  in  the  essential  qualities  of  good  singing — 
spontaneity,  fluency,  and  freedom  of  expression. 

Term  A.  A  thorough  review  of  all  technical  knowledge 
acquired  in  previous  grades.  Experience  in  singing  the  pri- 
mary chords  of  the  major  scale  as  an  aid  to  the  development 
of  feeling  for  harmonic  progression  and  more  intelligent 
listening  to  instrumental  music.  Organization  of  Choral 
Society.  Part  singing  continued,  with  special  attention  to  the 
classification  of  voices,  as  the  vocal  condition  of  pupils  is  such 
that  injudicious  part  singing  may  result  in  great  harm.  Song- 
material  closely  related  to  literature. 

Term  B.  A  brief  account  of  the  beginning  of  music  given, 
and  primitive  instruments  described  and  studied  by  means  of 
pictures.  Pupils  encouraged  to  play  before  the  class  or 
accompany  vocal  selections.  Classification  of  instruments  of 
modern  band  and  orchestra  made.  The  singing  of  standard 
songs  and  interesting  incidents  in  connection  with  their  com- 
position or  the  lives  of  the  composers  given.  Victrola  used  in 
the  analysis  of  standard  instrumental  selections  and  in  devel- 
opment of  musical  appreciation  by  presentation  of  contrasting 
selections  for  critical  analysis  and  judgment  of  class.  Interest 
in  this  phase  of  music  increased  by  encouraging  attendance 
upon  musical  entertainments  and  by  entertaining  with  songs 
learned  in  Choral  Club. 

Text:  Assembly  Song  Book. 


PHYSICAL  EDUCATION 


The  aim  of  Physical  Education  is  to  benefit  the  child 
physically,  mentally,  socially,  and  morally,  through  perfectly 
adapted  exercises  and  motor  activity.  Physically,  exercise 
fosters  growth  and  symmetrical,  normal  development,  and 
counteracts  asymmetry,  malformation,  and  abnormalities. 
The  child  learns  through  motor  activity  to  make  accurate  and 
quick  connection  between  mental  states  and  their  outward  ex- 
pression in  physical  activity.  He  acquires,  through  action, 
purposeful  self-expression,  and  he  forms  useful  habits  of 
motor  activity.  Socially,  the  child  comes  in  contact  with 
others  in  play,  and  through  this  spontaneous  activity  and 
pleasurable  cooperation  he  learns  to  work  for  the  good  of  the 
group  either  by  projecting  or  inhibiting  his  own  individuality.- 
Morally,  he  learns  the  value  of  uprightness,  justice,  honor, 
responsibility  to  others,  and  forms  the  habit  of  adjusting  his 
actions  to  these  ideals.  Through  carefully  supervised  motor 
activity  the  child  practices  the  principles  of  upright  and 
efficient  living.  These  in  time  become  firmly  rooted  in  the 
individual  as  habits. 

Physical  Education  as  taught  in  the  grades  consists  of  such 
hygienic  and  vigorous  exercises  as  can  be  derived  from  games 
of  all  kinds,  folk  dances,  and  some  formal  exercises,  chiefly 
for  corrective  purposes. 

The  games,  folk  dances,  and  exercises,  are  chosen  with 
reference  to  the  native  tendencies  and  capacities  of  the  periods 
of  child  life  and  the  centers  of  interest  of  each  grade.  His- 
tory and  literature  find  expression  in  traditional  and  dramatic 
games  and  folk  dances ;  music,  in  rhythm  and  accent ; 
hygiene,  in  the  habit  of  good  posture,  the  comprehension  of 
healthful  and  corrective  exercises,  and  the  striving  for  sym- 
metrical development.  Good  morals  are  inculcated  in  the 
practice  of  fair  play  and  hard,  conscientious  effort  in  games. 
Emphasis  is  laid  on  the  love  of  playing  the  game  for  the 
recreative  and  healthful  exercise  that  can  be  derived  from  it, 
as  well  as  on  learning  its  art  and  science. 


Physical  Education  275 


KINDERGARTEN 

At  this  period  the  child's  motor  activity  finds  expression  in 
free,  vigorous  movements  of  the  whole  body.  Rhythm  is  an 
aid  to  coordination  and  more  definite  control  of  the  body; 
therefore,  natural  activities  are  made  the  basis  of  rhythmic 
movements  and  simple  dances.  Dramatic  tendencies  find 
satisfaction  in  games  representing  home,  social,  and  outdoor 
activities  developed  by  the  children  from  their  own  experi- 
ence. 

During  the  Kindergarten  period  the  children  learn  to  recog- 
nize a  number  of  different  rhythms  and  to  respond  to  them  by 
different  movements  of  hands,  feet,  or  whole  body.  By 
these  movements  they  gain  a  good  bodily  carriage  and  better 
physical  and  mental  control.  Some  of  the  movements  selected 
for  these  purposes  are :  walking  fast  and  slow,  heavy  and 
light  stepping,  gliding,  running,  hopping,  skipping,  galloping, 
and  simple  dance  steps.  The  children  march  in  line  singly 
and  with  partners  sometimes  representing  soldiers  with  drums 
and  flags. 

Term  A.  Walking  fast  and  slow,  heavy  and  light  steps, 
high  .  stepping,  side  stepping,  gliding,  running,  skipping, 
galloping,  simple  dancing  games.  Games  representing  home 
and  social  activities. 

Term  B.  Marching  in  line,  singly  and  with  partners, 
dividing  lines  into  two  and  four,  representation  of  soldiers 
with  drums,  flags,  etc.  Two-step;  heel  and  toe  polka. 
Flying  movements.     Games  of  home  and  outdoor  activities. 

GRADE  I 

The  child  still  needs  physical  activity  of  a  vigorous  kind 
for  its  own  sake,  but  he  is  capable  of  better  form.  He  lives 
easily  and  should  be  allowed  to  follow  his  own  inclination  in 
the  amount  of  vigorous  exercise  taken.  The  work  is  much  the 
same  as  that  of  the  Kindergarten,  but  more  attention  is  paid 
to  definite  form  in  execution. 

Marching — Continued  same  as  before. 

Free  Movements — Representative  or  imitative  movements 
executed  in  definite  rhythm.  These  are  used  chiefly  for  exer- 
cise during  a  short  period  when  the  time  is  too  short  for 
games  or  dances. 


276  Formulation  by  Subjects 

Gaines— Chiefly   dramatic ;     circle    forms  ; 
cise  (running)  ;   simple  bean  bag  and  ball  tossing. 

Dancing — Clapping,  stamping,  skipping,  etc.,  in  definite 
form  with  two- four  or  four- four  time.  Words  sung  to  indi- 
cate action. 

Apparatus — Climbing,  hanging,  swinging,  jumping  in  free 
play. 

GRADE  II 

General  tendencies  are  the  same,  but  the  child  is  capable  of 
better  form  and  more  accuracy. 

Marching — By  fours;  facing  about  (180  degrees);  more 
attention  to  position. 

Free  Movements — Still  representative,  but  with  attention 
to  group  rhythm  rather  than  individual  rhythm. 

Games — Dramatic  still,  but  introducing  some  competition 
and  element  of  skill;   simple  line  games. 

Dancing — Running  and  skipping  in  tlu-ee-four  time. 

Apparatus — Same  as  Grade  I,  with  some  competition  intro- 
duced.    Class  work,  as  well  as  free  play. 

Terms  A"  and  B  differ  in  seasonal  application,  and  com- 
plexity increases  gradually. 

GRADE  III 

The  child  is  still  active,  but,  having  acquired  his  funda- 
mental coordinations,  he  is  ready  for  technique  and  drilling  in 
groups.     Competition  is  more  predominant. 

Marching — Marking  time  ;  keeping  step  ;  definite  start  and 
halt;  by  eights;  facing  right  and  left;  correction  of  bad 
position. 

Free  Movements — Formal  rather  than  representative  in 
simple  rhythms  and  two  and  four  counts,  involving  motions 
of  arms,  legs,  and  bending  of  trunks. 

Games — Games  of  skill;  ball  games;  racing  between  indi- 
viduals ;    relays  of  two. 

Dancing-^-lntvoducmg  greater  variety  of  movements; 
vigorous,  lively  steps ;  dramatic  dances ;  polka  steps ;  steps 
with  three- four  time. 


Physical  Education 277 

Apparatus — Attention  to  form  of  execution ;  balance  beam. 
Calisthenics — Simple  drills  with  wands  and  musical  dumb 
bells. 

GRADE  IV 

This  is  the  height  of  physical  activity  with  the  view  to  some 
definite  end  rather  than  for  its  own  sake.  Therefore  the  work 
involves  much  technique,  the  beginning  of  cooperation,  appeal 
to  memory  and  reason. 

Marching — Simple  tactics;    more  attention  to  position. 
Term  A.     Opening  of  order;   technique  of  facing. 
Term  B.     Column  and  flank  marching. 

Free  Movements — Definite,  formal,  broken  rhythm;  cor- 
rective response  to  command;  vigorous  muscular  effort;  co- 
ordination of  simultaneous  arm  and  leg  movement. 

Term  A.     Easy  exercises  involving  all  above. 

Term  B.       More  complicated  exercises. 

Games — Increase  of  competitive  element,  with  simple  team 
work. 

Term  A.     Running  games,  with  team  work. 

Term  B.     Grand  right  and  left,  mazurka,  folk  dances. 

Apparatus — Increased  difficulty  in  exercises;  some  squad 
work. 

Term  A.     Javelin,  and  discus  throwing. 
Term  B.     Heavy  apparatus  work. 

Calisthenics  Drills. 
Term  A.     Wand  drill. 
Term  B.     Hoop  drill. 

GRADES  V  AND  VI 

These  grades  may  be  grouped  together  as  well  as  VII  and 
VIII,  as  the  w^ork  is  very  much  the  same  in  both,  and  only 
varies  in  more  perfect  execution  in  Grade  VI  than  in  Grade 
V,  and  in  Grade  VIII  than  in  Grade  VII.  Physical  activity 
is  high  with  a  definite  end  in  view.  Competition  is  strong; 
cooperation  marked  as  well  as  strong  leadership.  Great 
growth,  therefore  awkwardness  and  self-consciousness  and 
lack  of  skill  are  noticeable ;  but  memory  good.     For  boys  and 


278  Formulation  by  Subjects 

girls  omit  jumping;  but  give  much  running  and  endurance 
tests. 

Marching — Continuation  of  rhythm  tactics  previously 
learned;  posture  and  figure  marching. 

Free  Movements — Disciplinary  use;  posture  corrections 
and  easy  coordinations. 

Games — Mostly  competitive  and  cooperative,   scores  kept. 
Pupil  umpires.     Definite  athletic  games. 
Term  A.     Captain-ball,  handball. 
Term  B.     Volley-ball,  tennis,  baseball. 

Dancing. 

Term  A.     Review  of  previous  grade  dances. 

Term  B.     Easy  steps  in  more  complicated  figures. 

Apparatus — Corrective;    omit  jumping. 

Calisthenics — Same  apparatus,  but  more  complicated  drills. 

GRADES  VII  AND  VIII 

There  is  not  so  much  joy  in  physical  activity  at  this  stage 
as  formerly.  The  child  is  excitable,  emotional,  self-assertive. 
The  social  instinct  is  strong,  and  imagination  and  imitation 
deal  in  ideals  and  abstracts. 

Marching. 

Term  A.     Postural  ideal  for  good  posture. 

Term  B.     Wheeling,  figure  marching. 

Free  Movements — Postural,  athletic. 

Games — Team  organization,  ideas  of  bravery  and  fairness. 
Caution  about  endurance,  time  for  playing,  short  but  vigor- 
ous. 

Term  A.     Basket-ball,  captain-ball. 

Term  B.     Volley-ball,  baseball,  tennis. 

Dancing — A  great  deal  for  general  grace  and  lightness; 
more  difficult  athletic  dances ;   social  dancing. 

Apparatus — Jumping  omitted;    general  review. 

Calisthenics. 

Term  A.     Dumb  bells,  Indian  clubs. 

Term  B.     Drills  of  all  kinds. 


WRITING 


Handwriting  is  regarded  as  one  of  the  important  tool  sub- 
jects. The  aim  in  teaching  this  subject  is  to  enable  pupils  to 
get  adequate  control  of  its  mechanics.  In  attaining  this  aim 
attention  is  given  to  both  legibility  and  speed.  In  the  present 
imperfect  state  of  knowledge,  it  is  impossible  to  set  definite 
aims,  for  each  grade,  but  as  standards  and  scales  are  developed 
they  will  be  adopted. 

Throughout  the  course  the  blackboard  zvriting  of  the 
teacher  is  recognized  as  one  of  the  most  important  factors  in 
teaching  this  subject.  Much  care  is,  therefore,  taken  to  have 
the  teacher's  writing  in  accord  with  the  adopted  system.  This 
requirement  is  made,  not  only  for  the  work  done  during  the 
direct  teaching  of  writing,  but  also  for  all  board  work  done 
in  all  the  subjects.  Thus  imitation  is  utilized  at  all  times.  In 
the  lower  grades  much  of  the  writing  is  done  on  the  black- 
board. This  helps  the  pupils  to  learn  the  form  of  words  and 
letters  and  decreases  the  danger  of  their  getting  wrong  habits 
in  desk  writing.  After  a  pupil  has  formed  his  style  of  writ- 
ing, no  attempt  is  made  to  change  it,  provided  it  reaches  the 
standards  of  hygiene,  legibility,  and  speed.  Due  attention  is 
given  to  position ;  but  individuality  is  recognized,  and  uni- 
formity is  required  only  in  so  far  as  it  is  necessary  to  secure 
good  writing  and  meet  the  requirements  of  hygiene.  Except 
for  those  pupils  who  have  previously  learned  to  write  satis- 
factorily, the  fore-arm  movement  and  the  Palmer  letter  forms 
are  required  in  all  grades  for  all  desk  writing. 

GRADE  I 

Of  the  dominant  instincts  of  this  age,  imitation  and  sug- 
gestibility are  the  ones  that  help  most  in  enabling  pupils  to 
learn  to  w'rite.  Children  coming  into  the  first  grade  have  had 
little  or  no  training  in  the  muscular  coordinations  needed  in 
writing.  Nearly  all  writing  is  done  on  the  blackboard,  be- 
cause it  permits  whole-arm  movements  and  large  letters.  To 
facilitate  this,  children  stand  well  back  from  the  board,  write 
from  their  mental  picture  and  not  a  copy  before  the  eyes,  and 


280  Formulation  by  Subjects 

write  the  word  continuously  without  taking  chalk  from 
board. 

In  the  latter  part  of  the  year,  desk  writing  is  begun.  The 
materials  used  are  unruled  and  unglazed  paper  cut  as  large 
as  the  desk  top;  large,  soft  pencils,  lead  3*^16  inch  in  diameter, 
ends  kept  rounded,  not  sharpened ;  same  large  writing  and 
free  movement,  arm  suspended,  as  at  the  blackboard :  no  lines 
at  first ;  later,  lines  made  by  folding  sheets  into  four  parts. 
Good  position  and  pencil  holding  stressed;  all  writing  done 
under  supervision  to  prevent  bad  habits  of  movement,  posi- 
tion, etc.  The  first  words  written  are  short,  of  easy  letter 
formation,  and  already  recognized  through  the  blackboard 
reading.  Later,  whole  sentences  are  written,  taken  from 
reading  or  some  topic  of  immediate  interest  to  the  pupils. 
The  Palmer  letter  forms  are  used,  with  only  as  much  drill 
as  is  consistent  with  the  development  and  needs  of  children 
of  this  age. 

By  the  end  of  the  year  the  habit  of  arm  movement  and 
smooth  writing,  with  a  reasonable  degree  of  accuracy  in  the 
formation  of  letters,  should  be  fairly  well  established. 

GRADE  II 

In  this  grade  the  natural  tendencies  that  are  most  available 
for  writing  are  still  imitation  and  suggestibility.  Hence, 
improvement  is  brought  about  mainly  through  the  teacher's 
example. 

Almost  all  of  the  writing  is  done  on  the  board,  which  gives 
much  practice  in  whole-arm  movements.  The  desk  writing 
is  conducted  in  the  same  way  as  that  of  the  first  grade,  good 
position  being  stressed  at  all  times.  All  of  the  writing  done 
in  the  grade  is  supervised.  Whole  sentences,  taken  from  the 
grade  topics,  are  written  at  the  board.  The  Palmer  letter 
forms  are  used,  and  some  drill  is  given  on  such  forms  as 
m,  n,  o,  1,  e.  When  the  children  have  these  drill  lessons  the 
arm  is  dropped  on  the  desk  and  the  forearm  movement  is 
used.  This  forearm  movement  is  introduced  gradually  and 
under  close  supervision. 

By  the  end  of  the  year  the  arm  movement  and  legibility 
should  be  fairly  well  established. 


Writing  281 


GRADE  III 

Imitation  and  suggestibility  are  still  strong  in  Grade  III, 
and  towards  the  end  of  the  year  the  capacity  for  drill  begins 
to  increase.  The  work  in  writing  is  so  planned  as  to  take 
advantage  of  these  three  possibilities  of  improvement.  The 
need  for  much  written  work  in  connection  with  language, 
spelling,  arithmetic,  etc.,  increases  in  this  grade.  Pen  and 
ink  are  used,  and  a  change  is  made  to  a  smaller  form  of  writ- 
ing than  that  used  in  the  first  and  second  grades. 

The  problem,  then,  is  how  to  help  the  pupils  write  a  good, 
legible  hand  with  a  fair  degree  of  rapidity,  using  pen  and  ink. 
To  facilitate  the  solution  of  this  problem,  the  Palmer  drills 
are  used. 

In  the  first  part  of  the  drill  on  each  new  form  pencils  are 
used  to  avoid  the  catching  of  pens,  then  pen  and  ink  are 
used. 

GRADE  IV 

The  increasing,  yet  imperfect  muscular  control,  the  greater 
demand  for  writing  as  a  means  of  giving  permanency  to  ex- 
pression, and  the  eagerness  to  attain  the  desired  end,  makes 
this  a  critical  period  in  the  development  of  ability  in  penman- 
ship. The  capacity  to  acquire  skill  is  increasing,  and,  there- 
fore, much  class  practice  in  the  Palmer  drills  is  given,  using 
pen  and  ink.  There  are  also  occasional  exercises  in  copying 
short  selections  from  print. 

Special  attention  is  paid  to  penmanship  in  all  written  work, 
and  the  amount  of  this  work  is  carefully  gauged  in  order  to 
avoid  hurried  or  careless  writing. 

GRADE  V 

This  grade  probably  marks  the  acme  of  the  capacity  to  gain 
skill.  This,  together  with  the  continued  increase  in  the 
amount  of  writing  required,  makes  this  grade  the  opportune 
time  for  marked  gains  in  penmanship.  The  particular  prob- 
lems of  the  grade  are  to  fix  firmly  the  habits  that  have  been 
formed  in  Grades  III  and  IV  and  to  furnish  the  increased 
speed  demanded  by  the  written  work  of  the  grade.  To  these 
ends  the  Palmer  drills  are  systematically  and  freely  used.  In- 
creased speed  is  required  without  the  sacrifice  of  legibility. 
All  written  work  of  the  grade  is  carefully  supervised,  and 
special  drills  are  given  those  who  are  deficient. 


18 


2H2  Formulation  bv  Sii'.jects 


GRADE  VI 

During  this  grade  the  capacity  for  skill  begins  to  decrease. 
This,  with  the  continually  increasing  amount  of  written  work 
required,  makes  it  especially  important  that  care  be  taken  to 
maintain  the  standard  of  legibility  and  at  the  same  time  in- 
crease the  speed  so  as  to  meet  the  demands  of  the  increased 
amount  of  written  work.  Reasonable  individuality  in  posi- 
tion, letter  forms,  etc.,  is  allowed,  but  all  writing  must  reach 
the  accepted  standards  for  this  grade.  The  Palmer  drills 
are  continued  for  those  that  need  them. 

GRADE  VII 

Children  of  this  age  have  a  marked  tendency  to  copy  hand- 
writing, not  because  of  any  special  merit  in  the  penmanship 
itself,  but  because  of  the  desire  to  imitate  the  person  chosen 
as  an  ideal.  The  fact  that  this  imitation  is  slavish  may  bring 
a  child  at  this  age  to  adopt  a  handwriting  that  has  almost  no 
trace  of  the  characteristics  that  have  become  his  own  through 
six  years  of  practice,  and,  besides,  it  may  lead  him  to  indulge 
in  all  sorts  of  extravagances  that  happen  to  strike  his  fancy. 
This  tendency  makes  it  necessary,  first,  that  the  teacher  con- 
form to  the  letter  forms  of  the  system  b}-  which  the  children 
have  been  taught,  and,  second,  that  she  be  vigilant  and  pains- 
taking in  preventing  fads  from  growing  into  habits. 

In  this  grade  all  assignments  are  written  with  pen  and  ink 
in  a  book  kept  for  that  purpose.  All  w^ritten  work  done  in  ink 
is  given  a  special  grade  for  writing.  Much  attention  is  given 
to  board  work  done  by  pupils.  A  special  class  is  formed  for 
those  who  need  individual  attention,  and  special  drill  is  given 
to  correct  their  faults. 


APPENDIX  I 


TYPICAL  SPECIAL  DAY  PROGRAMS 

[Note:  The  following  programs  are  given  as  suggestions  and  not  as 
directions.  As  the  work  of  the  same  grade  varies  somewhat  from  year 
to  year  with  different  groups  of  children,  so  the  programs  of  the  Train- 
ing School  vary,  for  the  programs  are  always  in  large  part  summaries 
of  the  regular  school  work.  Even  greater  variance  will  be  found  between 
the  work  and  programs  of  different  schools.  Rarely,  if  at  all,  could 
another  school  profitably  use  any  of  the  following  programs  just  as 
they  are  printed.] 

^TYPICAL    PROGRAM    FOR    PATRONS'    DAY 
Grade  V 

1.  Composition A    brief    paragraph    of    welcome 

A  pupil 

2.  Presentation   of    Programs  of  the   Exercises 

Each  child  to  his  parents 

3.  Song  Suitable  to  the  Season 

All  the  pupils 

4.  Incidents  from  the  Lives  of  Columbus,  Pizarro,  Raleigh,  and  La  Salle 

Four  pupils,  respectively 

5.  Map  Illustration, 

Parts  of  the  New  World  Explored  by  European  Powers 
A  pupil 

6.  Recitation   "Columbus" 

A  pupil 

7.  Song    "America" 

All  the  pupils 

8.  Geography  Game, 

Guessing    sections     of    Virginia    and    the    United     States     from 
descriptions  of  their  surface,  climate,  products,  or  life  conditions 
All  the  pupils 

9.  Dramatization "Meeting  of  the  City  Council  of  Farmville" 

Seven  or  more  pupils 

10.  Current  Events Recent  Floods  in  the  Middle  West 

A  pupil 

11.  Original  Compositions,  On  some  interesting  experiences  of  the  writers 

A  boy  and  a  girl 

12.  Fire  Drill 

All  the  pupils 


*The  program  for  this  day  is  designed  especially  to  give  the  parents 
an  idea  of  the  more  formal  work  of  the  school,  and  is  therefore  largely 
made  up  of  material  used  in  the  regular  classes.  Every  child  participates 
in  the  program  in  several  ways,  and,  as  far  as  possible,  the  work  exhibited 
is  the  regular  work  of  the  whole  class  rather  than  a  few  specially  copied 
papers  of  the  best  pupils. 


284  Training  School  Course  of  Study 


13.  Speed  and  Accuracy  Contest Arithmetical  processes 

As  many  pupils  as  practicable 

14.  Statement, 

Difference  between  a  commission  merchant  and  a  retail  grocer 
A  pupil 

15.  Oral  Arithmetic Problems  based  on  local   conditions 

All  the  pupils 

16.  Reading "A    Lively    Sled-Ride" 

Five  pupils 

17.  Recitation "In  School   Days" 

Four  pupils 

18.  Statement,  What  We  Are  Doing  to  Improve  Our  School  Surroundings 

A  pupil 

19.  Brief  Explanation  of  the  Exhibit  of  School  Work  in  the  Room 

A  pupil 

20.  Baseball  Spelling  Match 

All  the  pupils 

21.  Exhibit  of  School  Work, 

Examination  of  the  work  by  the  parents,  directed  by  the  pupils 

22.  Social  Enjoyment 

Everybody 


Sources  of  material  for  Patrons'  Day  program: 
(Note:    The  numbers  correspond  to  the  numbers  on  the  above  program.) 

1.  The  best  composition  selected  from  those  written  by  the  whole  class. 

2.  The  programs  are  written  and  decorated  by  the  pupils  in  the 
regular  writing  and  drawing  classes. 

3.  Selected  by  the  children  from  the  songs  learned  in  the  music  class. 
Modern  Music  Series,  Second  Reader. 

4.  Gordy's  American  Explorers,  the  class  text-book. 

5.  A  McKinley  outline  map  (McKinley  Publishing  Co.,  Philadelphia) 
colored  with  crayon  to  show  the  parts  of  the  country  explored  by  the 
nations,  respectively.  An  outline  map  drawn  on  the  board  or  on  heavy 
Manila  paper  serves  as  well. 

6.  Any  collection  of  J.  Miller's  poems.     Also  given  in  many  readers. 

7.  Class  text-book.  Modern  Music  Series,  Second  Reader. 

8.  This  geography  game  affords  an  excellent  opportunity  to  review  in 
an  interesting  way  what  has  been  learned  in  preceding  lessons  about  the 
various  sections  of  Virginia  and  the  United  States. 

9.  Playing  council  meeting  is  done  after  a  visit  to  the  city  council,  in 
connection  with  the  study  of  its  officers  and  their  duties. 

10.  Based  upon  the  discussion  of  current  events  in  opening  exercises. 

11.  Selected  by  the  pupils  from  those  written  by  the  whole  class  on 
subjects  chosen  by  the  children. 

12.  The  regular  drill  for  safety  in  case  of  fire. 

13.  The  arithmetical  processes  included  in  this  board  contest  are  the 
fundamental  processes  learned  in  the  lower  grades  or  the  new  processes 
learned  in  the  fifth  grade. 

14.  The  result  of  a  visit  to  a  commission  store  and  of  the  class  work 
in  simple  commission. 

15.  Problems  asked  by  the  teacher  and  related  to  the  child's  immediate 
surroundings. 

16.  The  class  text-book.  The  Heath  Readers,  Book  Five. 

17.  The  class  text-book,  Hazard's  Three  Years  With  the  Poets. 


Appendix  I  285 


18.  Oral  composition  in  the  language  class. 

19.  Same. 

20.  Manuscript.  The  words  used  are  those  of  the  regular  spelling 
work. 

21.  Regular  class  work  of  the  children. 

HALLOWE'EN 
Grade  VII 

Song "Hallowe'en" 

Short  talks  on  "Ghosts  in  Literature." 

Dramatization "Witches'   Scene"  from  "Macbeth" 

Recitation "Hants  !    Child  !    Hants !" 

Drill  and  March  "Jack-o'-lantern" 

THANKSGIVING 
Grade  VI 

I.  A  dramatization  of  "The  Courtship  of  Miles  Standish." 

ACT  I.  Scene  1 — Miles  Standish's  Home.  Standish  makes  his  request 
of  John  Alden.  Scene  2 — A  Strip  of  Woods  and  Priscilla's  Home.  Alden 
carries  the  Captain's  message  to  Priscilla.  Scene  3 — Standish's  Home. 
Alden  reports  the  result  of  his  visit;  Standish  is  summoned  to  the 
Council. 

ACT  n.  Scene  1 — Council  Chamber.  Challenge  to  war  is  accepted. 
Scene  2 — Woods  near  the  Seashore  in  Early  Morning.  Standish  and 
his  Army  march  to  battle.  Scene  3 — Same  scene  later.  Pilgrims  say 
good-bye  to  Mayflower;    Priscilla  and  John  Alden  decide  to  be  friends. 

(Seven  to  eight  months  elapse  between  Acts  H  and  IH.) 

ACT  HI.  Scene  1 — Priscilla's  Home.  Alden  loves  and  serves  in 
silence ;  news  of  Standish's  death  is  brought.  Scene  2 — The  Church. 
Priscilla  and  Alden  are  married ;  Standish  returns  and  they  renew  their 
friendship. 

Note  :  Dealing  as  it  does  with  adult  thoughts  and  feelings,  this  pro- 
gram requires  a  markedly  sensible  attitude  on  the  part  of  teacher  and 
pupils;    and  unless  this  attitude  prevails  it  should  not  be  given. 

II.  The  Pilgrims  and  the  First  American  Thanksgiving. 

Song "Praise    God" 

Composition "The    Pilgrims    in    England" 

Tableau Interior   of   Dutch    Home 

Song "In    Holland" 

Composition, 

"The  Embarkation   from  Holland,  and  the  Voyage  to  America" 

Song "The  Landing  of  the   Pilgrims" 

Tableau Pilgrim  Home,   Priscilla  Spinning  and   Singing 

Solo "Spin,    Lassie,    Spin" 

Composition "The   First   Thanksgiving" 

Song _ "We   Thank   Thee" 


286  Training  School  Course  of  Study 


TYPICAL  PROGRAMS  FOR  CHRISTMAS 

[Note:  Christmas  is  the  Day  of  days  and  its  proper  observance  is 
controlled  by  a  spirit  which  is  a  combination  of  reverence  and  good  feel- 
ing. It  is  one  of  the  best  days  for  a  general  program  in  which  as  many 
as  practicable  of  the  pupils  of  the  entire  school  join.] 

I.  A  typical  program  is  ''The  Children's  Messiah,"  which 
was  given  December  19,  1911,  by  the  Normal  School  Glee 
Club  and  pupils  of  the  Training  School,  assisted  by  members 
of  the  Faculty  and  the  Kindergarten  Training  Class.  This 
program  as  given  was  a  combination  of  music,  stories,  and 
stereopticon  views  portraying  the  life  of  Christ.  Either  music, 
pictures,  or  stories  could  be  given  separately.  The  material 
will  be  found  in  Hofer's  Christ  Child  in  Art,  Song,  and  Story, 
published  by  Clayton  F.  Summy  Co.,  Chicago.  Colored  slides 
may  be  rented  from  Frances  E.  Farrar,  East  Hill,  Elmira, 
New  York. 

Schools  that  include  several  pupils  in  the  High  School 
grades  might  well  consider  giving  this  program. 

II.  A  program  that  is  typical  of  the  Christmas  celebra- 
tions prepared  by  individual  grades  is  ''Santa's  Visit  to  Fa- 
vorite Children,"  a  dramatization  worked  out  and  given  by 
the  Second  Grade  of  the  Training  School,  Farmville,  Vir- 
ginia; Elizabeth  Falls,  supervisor.  This  dramatization  is  pub- 
lished in  full  in  the  Virginia  Journal  of  Education,  November, 
1912. 


TYPICAL   CONFEDERATE    DAY    PROGRAM 
Grade  VII 

Song '"The  Bonnie  Blue  Flag" 

Compositions "Lee  and  Jackson  through  the  Civil  War" 

Recitation "The  Sword  of  Lee" 

Song "Jackson's    Way" 

Short  talk  on  "The  South  As  the  Battleground." 

Song "Lorena" 

Reading _ "The    Conquered    Banner" 

Debate, 

"Resolved,  That  the  Civil  War  resulted  in  the  making  of  a  greater 
nation" 
Song "Dixie"    (words  adopted  by  the  U.   D.  C.) 

Note:      Materials    for   program   may   be   had    from   "War   Songs   and 
Poems,"  by  H.  M.  Wharton.    Words  to  "Dixie"  published  by  the  U.  D.  C 


Appendix  I  287 


TYPICAL  JOINT   PROGRAM   FOR  WASHINGTON'S 

BIRTHDAY 

Kindergarten  and  First  Grade 

Part  I   (Kindergarten) 

Marching  with  flags,  soldier  caps,  and  badges. 
Marching  by  twos   and   fours. 

Children  form  in  lines  singing,  "Forward,  March,  Boys:' 
Waving  flags  to  the  music  of   ''America"  and  "Dixie." 

Part  II   (Grade  I) 

Motion  song  with  flags. 

Brief  facts,  incidents,  and  maxims  of  George  Washington's  life  related 
by  class. 

Dramatization  of  "Betsy  Ross  and  George  Washington." 
"Soldier  Boy,"  a  marching  game. 


TYPICAL  MARCH  PROGRAM 
Grade  IV 

Introduction   (explaining  how  the  poems  and  songs  were  learned  in 

connection  with  the  month's  work) By  one  of  the  girls 

Song — "Easter"  (26) Class 

Poems Recited  by  members  of  class 

1.  "Spring  Waking"' 

2.  "The  Alder  by  the  River"' 

3.  "The  Violets" 

4.  "The  Laughing  Chorus"   (Poem) 

5.  "Who  Has   Seen  the  Wind?" — (Rossetti) 

6.  "The  Winds  of  March" 

Story,  "The  Four  Winds"   (Indian  legend) Told  by  a  boy 

"The  Winds,"  Hiawatha Read  by  a  boy 

"March  is  Merry"   (Poem) One  of  the  girls 

"Wind  Song"   (Stevenson)    (40  a) : Class 

Dance,   "German    Hopping   Dance" Class 

TYPICAL  LONGFELLOW  PROGRAM 

Grade  VI 

Composition — "Longfellow's  Life  through  His  Poems"  (Quotations 
from  "My  Lost  Youth,"  "To  the  River  Charles,"  "To  the  Avon,"  "From 
My  Armchair,"  "Footsteps  of  Angels,"  "The  Builders,"  "Resignation," 
and  other  poems). 

Song "The   Children's  Hour" 

Recitation "My   Lost   Youth" 

Reading  (illustrated  by  life  pictures) — "The  Lover's  Errand,"  from 
"Courtship  of   Miles   Standish."' 

Sorie — ."She  Sleeps.  My  Lady  Sleeps,"  or  "Stars  of  the  Summer  Night." 


288  Training  School  Course  of  Study 

TYPICAL    MAY    DAY    PROGRAM 

All  Grades 

Friday,  May  2,  1913,  4:30  p.  m.,  on  the  Campus,  State 
Normal  School. 

I.     Entering  March All   grades 

II.     Opening  Chorus — "May  Is  Here" All  grades 

"Now  Is  the  Month  of  May" Grades  III  and  VIII 

III.  Crowning  of  the  Queen  : 

1.  Procession Grade   IV 

2.  Song — "Crown  Her,  O  Crown  Her" Grades  III  and  IV 

3.  The  Crowning Grade  VI 

IV.  Song— "Hail  to  the  Queen" Grades  III  to  VIII 

V.     Dance— "May  Time" Grade  III 

VI.  Dance — "Mazurka  I" Grade  IV 

VII.  Dance — "Lads   and   Lassies" Kindergarten 

VIII.  Dance— "First  of   May"... Grade  I 

IX.  Dance— "Tantoli" Grade    II 

X.  Dance — "Schottische" Grade    V 

XI.  Dance — "Weaving   Dance" Grade  VI 

XII.  "May  Pole  Dance" Grades  VII  and  VIII 

XIII.  Song— "Sing,  Happy  Children" Grades  III  and  IV 

THE   PEACE  DAY  PROGRAM 

A  program  for  the  celebration  of  Universal  Peace  Day,  May  18,  will 
be  found  in  the  government  Peace  Day  Bulletin,  compiled  under  the 
direction  of  the  Bureau  of  Education  by  Mrs.  Fannie  Fern  Andrews, 
Secretary  of  the  American  School  Peace  League.  It  also  contains  much 
valuable  material  and  a  list  of  books  and  pamphlets  to  be  used  in  the 
study  of  the  Peace  Movement  and  in  preparing  the  Peace  Day  Pro- 
gram. It  will  be  sent  to  teachers  free  upon  request.  Address  Govern- 
ment Printing  Office,  Washington,  D.  C. 

Lucile  Gulliver's  The  Friendship  of  Nations  (Boston,  D.  C.  Heath  & 
Co.,  60c.)  will  furnish  very  interesting  supplementary  reading  to  be  used 
in  preparing  discussions  or  debates.  It  is  attractively  printed  and  illus- 
trated, and  should  be  in  every  school  library. 

In  Grades  V,  VI,  and  VII,  history,  civics,  current  events,  and  the 
literature  and  geography  of  war  are  studied  in  such  ways  as  to  reveal 
the  uselessness  and  cruelty  of  war  rather  than  its  romance  and  attrac- 
tiveness. The  celebration  of  Peace  Day  on  May  18  draws  together  these 
lines  of  work  toward  the  close  of  the  school  year  and  impresses  the 
gospel  of  peace  among  nations  in  much  the  same  way  that  the  Christmas 
celebration  in  the  midst  of  the  year  impresses  the  gospel  of  peace  among 
individuals.  It  gives  a  natural  culminating  point  for  much  of  the 
year's  work. 

If  a  debate  is  held  on  this  day,  particular  care  is  taken  to  select  a 
question  that  will  not  necessitate  some  of  the  debaters  upholding  war. 
For  a  pupil  to  argue  against  peace  will  defeat  the  purpose  of  the  cele- 
bration of  Peace  Day  for  that  pupil,  at  least,  and  perhaps  for  many 
others.  The  best  questions  for  debate  are  the  live  ones  which  often 
present  themselves  in  the  study  of  international  affairs  in  current  events. 
To  keeo  in  touch  with  such  things  each  pupil  subscribes  to  the  school- 


Appendix  I  289 


children's  newspaper,  Current  Events  (published  weekly  by  the  Educa- 
tional Press  Co.,  Springfield,  Mass.,  30  half-year  subscriptions,  10c.  each). 
The  pupils  choose  the  question  for  debate  from  a  list  made  up  with  the 
help  of  the  teacher  in  the  current  events  class.  Some  specimen  ques- 
tions are  given  below : 

Resolved,    That   the   United    States   should   submit   to    arbitration   the 
question  of  Panama  tolls. 

Resolved,   That  armaments  are  necessary  to  preserve  peace. 

Resolved,    That  all  questions  of  international   dispute  should  be  sub- 
mitted to  arbitration. 

Resolved,    That  the  United   States  should  abolish  her  standing  army, 
except  what  is  necessary  for  police  purposes. 

■Resolved,    That  the  great  powers  should  manufacture  their  own  mili- 
tary and  naval  equipment. 


OTHER   SPECIAL   DAYS 
(Not  yet  provided  for  in  the  Outline) 


Virginia  Bird  Day,  May  4 

"Suggested  Program  for  Bird  Day,"  furnished  by  the  Audubon  Society 
of  Virginia,  will  be  found  in  the  Virginia  Journal  of  Education,  April, 
1913,  p.  294. 

"Junior  Audubon  Societies,"  by  Katherine  H.  Stuart,  an  article  explain- 
ing how  to  organize  school  children  for  the  protection  of  birds,  appeared 
in  the  same  Journal  for  March,  1913,  p.  248.  The  observance  of  Bird 
Day  is  a  part  of  the  work  suggested. 

Write  for  leaflets  and  information  to  Mrs.  W.  E.  Harris,  President 
and  Secretary,  Virginia  Audubon  Society,  1039  Grace  Street,  Richmond, 
Virginia. 

Arbor  Day 

"Arbor  Day  Suggestions,"  Hampton  Leaflets,  November,  1907,  gives 
excellent  material  for  this  program.  It  is  distributed  free  for  the  asking 
by  Hampton  Institute  Press,  Hampton,  Virginia. 

The  Plan  Book,  Intermediate,  for  April,  pages  1013  to  1029,  is  also 
available.     Published  by  A.  Flanagan  Company,  Chicago,  25  cents. 


APPENDIX  II 


SOURCES  OF  SONGS,  GAMES,  POEMS  AND 
STORIES 

[Note:  The  numbers  in  parenthesis  after  titles  of  songs,  games, 
poems,  and  stories,  used  in  the  Course  of  Study,  refer  to  sources  in 
books  as  numbered  in  this  list.  Practically  any  of  the  music  and  game 
books  can  be  secured  through  large  dealers  such  as  The  White-Smith 
Music  Publishing  Co.,  13  E.  17th  St.,  New  York  City.  Their  catalog -is 
very  helpful  and  may  be  had  for  the  asking.  Sheet  music  may  be  secured 
from  Theodore  Presser,  Chestnut  St.,  Philadelphia.  The  J.  P.  Bell 
Company,  Lynchburg,  Va.,  will  furnish  any  of  the  books  containing 
poems  and  stories.] 

1.  Song  Development  for  Little  Children Ripley  and  Hearts 

2.  Small  Songs  for  Small  Singers Neidlinger 

3.  Song    Primer Bentley 

4.  Finger   Plays : Poulsson 

5.  Mother   Goose    Melodies - Elliot 

6.  Mother    Goose    Songs Crownshield 

7.  Song  Stories  for  the  Kindergarten Hill 

8.  Songs  and  Music — Mother  Play Blow 

9.  Merry  Songs  and  Games Hubbard 

10.  Timely  Games  and  Songs  for  the  Kindergarten Reed 

11.  Ring   Songs   and  Games Clifford 

12.  Songs  of  a  Little  Child's  Day Poulsson 

13.  Holiday    Songs Poulsson 

14.  Songs   of    Happiness Bailey 

15.  Songs  and  Games  for  Little  Ones Walker  and  Jenks 

16.  Song  Echoes  from  Child  Land Walker  and  Jenks 

17.  Song  Series,  Book  1 ^ Bentley 

18.  Song  Series,  Book  2 Bentley 

19.  Songs  of  the  Child  World,  Book  1 Gaynor 

20.  Songs  of  the  Child  World,  Book  2 Gaynor 

21.  Lilts    and    Lyrics Gaynor 

22.  Songs  for  Little  Children,  Part  1 Eleanor  Smith 

23.  Songs  for  Little  Children,  Part  2 Eleanor  Smith 

24.  Nature   Songs    for    Children Knowlton 

25.  (a)   Children's  Singing  Games,  Old  and  New Hofer 

(b)  Folk  Games  and  Dances 

26.  Songs  in  Season... George 

27.  Earth,  Air  and  Sky,  Book  1 Neidlinger 

28.  Earth,  Air  and  Sky,  Book  2 Neidlinger 

29.  Songs  Every  One  Should  Know Johnson 

30.  Beacon   Song  Series,   Book  2 Griggs 

31.  The  Laurel  Music  Reader Tomlins 

32.  The  Laurel  Song   Book Tomlins 

33.  Folk  Songs  and  Other  Songs  for  Children Whitehead 

34.  One  Hundred  Folk  Songs Gilbert 

35.  Christ  Child  in  Art,  Story  and  Song Hofer 

36.  Christmas  Carols  and  Hymns Damni 

37.  Hymns  and  Tunes  for  Schools Turner 


Appendix  II  291 


38.  New  Educational  Series  : 

(a)  First  Reader 

(b)  Second  Reader 

(c)  Third  Reader 

39.  Eleanor  Smith   Course : 

(a)  First  Book 

(b)  Second  Book 

(c)  Third  Book 

(d)  Fourth  Book 

40.  Modern  Music  Series : 

(a)  Primer 

(b)  First  Book 

(c)  Second  Book 

(d)  Third  Book 

(e)  Alternate  Third   Book 

(f)  Fourth  Book 

41.  New  American  Readers  : 

(a)  First  Book 

(b)  Second  Book 

(c)  Third  Book 

(d)  Fourth   Book 

42.  Manuscript.    Source  not  known,  but  copies  may  be  secured  from  the 

Principal  at  the  cost  of  copying  and  mailing. 

43.  Methodist  Hymnal. 

44.  School  Music  Leaflet  for  Special  Days,  sold  by  P.  C.  Hayden.  Keo- 

kuk, Iowa. 

45.  Graded  Games  and  Rhythmic  Exercises Newton 

46.  Games  for  the  School Bancroft 

47.  Folk  Dances  and   Games Burchenal 

48.  Folk  Dances  and  Games Crawford 

49.  In  the  Child's  World Poulsson 

50.  Graded    Classics Halihurfon 

(b)  First  Reader 

(c)  Second  Reader 

(d)  Third  Reader 

(e)  Fourth  Reader 

(f)  Fifth  Reader 

51.  Little   Folk — Lyrics Sherman 

52.  The  Howe  Readers  : 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

(d)  Third  Reader 

53.  A  Child's  Garden  of  Verses Stevenson 

54.  The  Aldine  Readers  : 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

55.  All  the  Year  Round  Nature  Series Strong 

56.  Nature  in   Verse Lovejov 

57.  St.  Nicholas 

58.  Three  Years  With  the   Poets Hazard 

59.  Reading  Literature  Series Free  and  Tredwell 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

(d)  Third  Reader 

(e)  Fourth  Reader 


292  Training  School  Course  of  Study 


60.  Summers's  Readers : 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

61.  Language  Readers Baker  and   Carpenter 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

(d)  Third  Reader 

(e)  Fourth  Reader 

(f)  Fifth  Reader 

(g)  Sixth  Reader 

62.  ^sop's  Fables 

63.  Nature  Myths : Flora  Cooke 

64.  Songs  of  School  and  Play Rix 

66.  Literary  Masterpieces Houghton  Mifflin  Co. 

67.  For  the  Children's  Hour Bailey  and  Lewis 

68.  Poems  Every  Child  Should  Know Mabie 

69.  Season    Poems Riley 

70.  Haliburton  'Readers : 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

71.  Primary    School    Readers Elson 

(b)  Book  I 

(c)  Book  II 

(d)  Book  III 

(e)  Book  IV 

72.  Readers   Jones 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

73.  Graded  Literary  Readers  : 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

74.  Lights  to  Literature: 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

75.  American  School  Readers  : 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

(d)  Third  Reader 

76.  Snowbound  and  Other  Poems Whittier 

77.  Child  Life  Readers: 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

78.  Webster-Cooley  English  Course: 

(a)   Book  I 

79.  Mother  Stories Lindsay 

80.  The  Story  Hour Kate  Douglas  Wiggin 

81.  Fairy  Tales  and  Fables Baldwin 

82.  Firelight   Stories Bailey 

83.  More   Mother    Stories Lindsay 


Appendix  II  293 


84.  Poems  of  Childhood Field 

85.  Edson-Lang  Readers: 

(b)  First  Reader 

86.  Heart  of   Oak   Books Norton 

(a)  Book  1 

(b)  Book  II 

(c)  Book  III 

(d)  Book  IV 

87.  Book  of    Nursery   Rhymes Welsh 

88.  Riverside  Readers Van  Sickle  and  Seegmiller 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

(d)  Third  Reader 

(e)  Fourth  Reader 

(f)  Fifth  Reader 

89.  Tell  Me  a   Story McMurry 

90.  Tell  Me  a  True  Story Stuart 

91.  Story  of  the  Bible Hurlbut 

92.  The  Carroll  and  Brooks  Readers : 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

93.  How  to  Tell  Stories  to  Children Sarah  Cone  Bryant 

94.  In  Story  Land Harrison 

95.  Boston  Collection  of  Kindergarten  Stories 

96.  A  Kindergarten  Story  Book Hoxie 

97.  Progressive  Road  to  Reading: 

(a)  Book  I 

(b)  Book  II 

(c)  Book  III 

(d)  Book  IV 

98.  To  be  had  in  sheet  music 

99.  The  Assembly  Song  Book 

100.  Stories  to  Tell  to  Children Sarah  Cone  Bryant 

101 .  Grammar   School   Readers Bison 

(a)  Book  I 

(b)  Book  II 

102.  The  Wide- Awake  Readers  : 

(a)  Primer 

(b)  First  Reader 

(c)  Second  Reader 

(d)  Third  Reader 

103.  Old  Stories  of  the  East Baldwin 

104.  Tales  and  Customs  of  the  Ancient  Hebrews Herbst 

105.  Fifty  Famous  Stories Baldwin 

106.  Nature    Myths Holbrook 

107.  Cattails  and  Other  Tales Howilston 

108.  Teaching  Poetry  in  the  Grades Smith  and  Haliburton 

109.  Favorite  Greek  Myths Hyde 

110.  Stories  of  Old  Greece.. Firth 

111.  Wild  Animals  I  Have  Known Ernest  Thompson-Seton 

112.  Pied  Piper  and  Other  Stories Banta 

113.  Primary  Plan  Books  (Revised  Edition) Marian  George 

114.  Month  by  Month  Books  for  Primary  Grades Willis  and  Farmer 

115.  The  Bible 

116.  Stepping  Stones  to  Literature: 

(b)  First  Reader 

(c)  Second  Reader 


294  1'raining  School  Course  of  Study 


117.  Andersen's  Fairy  Tales 

118.  The  Folk   Dance   Book Crainpton 

119.  Practical  Reader  Series: 

(b)  First  Reader 

(c)  Second  Reader 

(d)  Third  Reader 

120.  Graded    Poetry Alcxandcr-Bhke 

(a)  For  Grades  I  and  II 

121.  Expressive  Readers: 

(a)  First  Readers 

122.  Festival    Book Lincoln 

123.  Language  Through  Nature,  Literature,  and  Art, 

Perdue  and  Grizivald 

124.  Narrative    and    Lyric    Poetry Scivald 

125.  Seifert's  Choice  Songs 

126.  Corona  Song  Book 

127.  Classic  Fables , Turpin  II 

128.  Five-Minute  Stories 

129.  Shirley  Song  Book 

130.  The  Kipling  Readers  for  Elementary  Grades 

131.  VI  Lyric  Song  Book Harvey   W.   Loontis 

132.  VI  Lyric  Series Harrev  W.  Loomis 

(a)  Book  I 

(b)  Book  II 

133.  Popular  Tales  from  the  North Dasent 

134.  Fables  and   Folk   Stories Scudder 

135.  High  School  Song  Book 
135.    The  Choral  Song  Book 

137.  May  Day  Revels Jno.  E.   West 

138.  With   Trumpet   and    Drum Field 

139.  Songs   for   Children Buckingham 

140.  Children's   Souvenir   Song   Book Novcllo 

141.  A  Reader  for  Higher  Grades Arnold  and  Gilbert 

142.  (b)  The  Standard   First  Re-lr-       ^ 

(c)  The  Standard  Second  Reader    I  Bniwhauah 

(d)  The  Standard  Third  Reader      f Bntmbaugli 

(e)  The  Standard  Fourth  Reader    J 

143.  Song   Book Eugene  Field 

144.  Song    Book Stevenson 

145.  The  New  Normal  Music  Course Tufts-Holt 

(a)  Book  I 

146.  The  Melodic  Readers Ripley  and  Tapper 

(b)  First  Reader 

147.  Twilight    Stories Noyes 

148.  Folk  Dances  of  Europe   (Edition  No.  5692) Cunvcn 

149.  Education  by   Games Johnson 

150.  Primary    Arithmetic Stone-Millis 

151.  Language   Games ^ Myra    King 

152.  Siegfried Jenaide  A.   Raggin 

153.  -Barnes  New  Readers: 

(f)  Fifth  Reader 

154.  Heroes  Every  Child  Should  Know Mabie 

155.  Art  Cycles 

156.  School  Hymnal Hoi  lis  Dann 

157.  Songs  Every  Child  Should  Know Clayton  Johnson 

158.  Part  Songs  for  Mixed  Voices 

159.  School  Song  Book  (Students'  Edition) 

160.  Children's  Hour  and  Other  Poems Longfellozv 


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